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https://work-wonderland.top/critical-thinking-skills-through-books/ | 2023-12-10T23:55:29 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679102697.89/warc/CC-MAIN-20231210221943-20231211011943-00307.warc.gz | 0.892298 | 2,349 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__211570932 | en | Drawing on our experience in career consultation and psychology, we can assert the remarkable importance of honing critical thinking skills in personal and professional lives. One of the effective ways of nurturing these skills is through reading well-curated books. As a result, understanding how to select and utilize a critical thinking skills book is a valuable asset in your development journey.
Critical Thinking: An Essential Skill for the 21st Century
Before delving into the core matter of critical thinking skills books, it’s essential to comprehend what critical thinking means. Critical thinking refers to the ability to think clearly, logically, and objectively. It involves questioning ideas and assumptions rather than accepting them at face value. It’s about finding solutions to problems and making decisions, underpinning the roots of our actions and beliefs (Dwyer, Hogan, & Stewart, 2014).
The Association of American Colleges and Universities (AAC&U, 2020) classified critical thinking as one of the top skills sought by employers. It’s an important competency that drives innovation and decision making in the corporate world, especially in the information age. Therefore, sharpening this skill is not an option but a necessity in the current competitive world.
The Role of Books in Cultivating Critical Thinking Skills
A well-written critical thinking skills book can serve as an instrumental guide in honing these skills. Studies suggest that reading plays a vital role in promoting critical thinking. It allows you to step into a different perspective, analyze complex situations, evaluate different viewpoints, and synthesize information (Durkin, 1978-79).
For instance, a 2016 study conducted by Kidd and Castano concluded that reading literary fiction enhances the ability to understand other’s mental states—a key aspect of empathy, which is an important component of critical thinking. While these results are intriguing, it’s worth noting that not all books will cultivate these skills. The book’s content, structure, and style play a significant role in determining its effectiveness in fostering critical thinking.
Attributes of an Effective Critical Thinking Skills Book
When you’re on the quest for a critical thinking skills book, here are a few attributes to look for:
1. Relevance and Practicality: The book should be relevant to your needs and provide practical strategies to apply critical thinking in your day-to-day life. It should contain real-life examples and case studies to give you a deeper understanding of how to apply these skills. It’s not just about theories and concepts, but about their practical applications as well.
2. Clarity and Accessibility: An effective book should articulate ideas in a clear and accessible manner. Complex concepts should be broken down into understandable chunks without sacrificing depth and insight.
3. Engagement and Interaction: The book should engage readers and stimulate their thinking. It should include interactive elements like thought experiments, exercises, or quizzes that provide an opportunity to practice critical thinking.
4. Evidence-Based Content: Look for books that base their strategies and recommendations on solid research. They should cite studies, references, and include a comprehensive bibliography.
Top 15 Critical Thinking Skills Books
Due to our practical knowledge in the field, we have curated a list of top 5 critical thinking skills books that offer rich content and practical strategies. These books are backed by solid research and have received positive reviews from readers worldwide.
1. “Thinking, Fast and Slow” by Daniel Kahneman
A Nobel laureate in Economic Sciences, Daniel Kahneman explores two systems that drive the way we think—System 1, which is fast and intuitive, and System 2, which is slow and deliberate. Kahneman’s exploration of these two systems dives deep into the complexities of decision making and judgement—both crucial aspects of critical thinking.
2. “The Art of Thinking Clearly” by Rolf Dobelli
Dobelli provides a global tour of cognitive biases that affect our thinking. The book explains how to avoid common errors in thinking, helping to develop clearer and more critical thinking patterns.
3. “Critical Thinking: The Nature and Development of Professional Judgement” by Robert H. Ennis
Ennis offers a thorough overview of the concept of critical thinking and its application in professional contexts. His academic approach to critical thinking presents well-structured arguments and uses examples relevant to various professional fields.
4. “Think Smarter: Critical Thinking to Improve Problem-Solving and Decision-Making Skills” by Michael Kallet
Kallet, with his 30 years of experience in business, provides a step-by-step framework for critical thinking that is easily applicable in real-world situations. The book is laden with practical tools and techniques that make it a handy guide for anyone looking to enhance their critical thinking skills.
5. “Mindware: Tools for Smart Thinking” by Richard E. Nisbett
Nisbett’s book sheds light on various psychological and philosophical tools that one can use to develop more effective critical thinking skills. It offers readers a suite of scientific insights into how the mind works and how to improve its performance.
6. “The 5 Elements of Effective Thinking” by Edward B. Burger and Michael Starbird
This book presents five fundamental principles that you can use to improve your critical thinking skills. These are understanding deeply, avoiding mistakes, raising questions, following the flow of ideas, and seeing the world in a new way.
7. “Critical Thinking: Your Guide to Effective Argument, Successful Analysis and Independent Study” by Tom Chatfield
Chatfield’s book is a systematic guide to critical thinking. It equips readers with essential tools to effectively analyze, argue, and reflect on the evidence. This book is also a great resource for students who want to improve their study skills.
8. “The Power of Critical Thinking” by Lewis Vaughn
Vaughn’s book offers an introduction to the dynamic subject of critical thinking. The book emphasizes the practicality of decision-making skills and the importance of developing well-reasoned arguments.
9. “The Demon-Haunted World: Science as a Candle in the Dark” by Carl Sagan
Sagan’s masterpiece encourages readers to develop skepticism and critical thinking. It aims to debunk pseudoscience and superstitions by promoting logical thinking and scientific skepticism.
10. “How to Think: A Survival Guide for a World at Odds” by Alan Jacobs
This book presents a compelling case for improving the way we think. Jacobs provides readers with strategies for thinking more clearly and offers insights into the benefits of thinking differently.
11. “Asking the Right Questions: A Guide to Critical Thinking” by M. Neil Browne and Stuart M. Keeley
This book offers a methodology for critical thinking that involves asking a series of questions. It’s a step-by-step guide that trains readers to methodically analyze and evaluate various arguments and perspectives.
12. “Being Logical: A Guide to Good Thinking” by D.Q. McInerny
McInerny’s work provides a roadmap to logical thinking and effective communication. It is a concise yet comprehensive guide to using logic to decipher the complexities of daily life.
13. “The Decision Book: Fifty Models for Strategic Thinking” by Mikael Krogerus and Roman Tschäppeler
A handy guide, this book presents fifty models of strategic thinking to improve decision-making and critical thinking skills.
14. “The Fallacy Detective: Thirty-Eight Lessons on How to Recognize Bad Reasoning” by Nathaniel Bluedorn and Hans Bluedorn
The book offers an engaging approach to recognizing faulty reasoning and propaganda, with lessons on how to distinguish good logic from bad.
15. “Factfulness: Ten Reasons We’re Wrong About the World – and Why Things Are Better Than You Think” by Hans Rosling
Rosling’s book teaches readers to remove biases from their thinking and to look at the world based on facts. This is a perfect read for honing the ability to think critically about the information we receive.
Choosing a book from this list, or reading several, will undoubtedly offer you powerful tools for improving your critical thinking skills. The journey of refining these abilities is a continuous process, and it’s essential to take the initiative and make the most of the valuable resources at your disposal.
Remember, developing robust critical thinking skills doesn’t happen overnight, but every step you take in reading, understanding, and applying the knowledge you gain from these books will go a long way in your personal and professional life.
Cultivating Critical Thinking Through Reading
After choosing a suitable book, it’s essential to cultivate effective reading habits that promote critical thinking.
1. Active Reading: Avoid passive reading. Ask questions, make connections, infer meanings, and synthesize information. As Elder and Paul (2006) suggested, thinking is driven by questions. Be curious, and let your curiosity guide your reading.
2. Analytical Approach: Try to identify the author’s main argument, evaluate the evidence provided, and look for any potential biases.
3. Reflection: After finishing a chapter or a book, take some time to reflect on what you have read. Can you apply the ideas or principles in your life? What did you agree or disagree with, and why?
4. Discussion: Discuss what you’ve read with others. This helps in understanding different perspectives, clarifying your thoughts, and deepening your understanding.
5. Note-Taking: Taking notes can help you to remember and process the information. Use techniques like summarizing, diagramming, or mind mapping to make your notes more effective.
Wrapping Up about Critical Thinking Skills Through Books
The journey of developing critical thinking skills is a continuous process, and books can serve as potent tools in this expedition. The true power of a critical thinking skills book lies not just in reading it but in implementing the gained knowledge and wisdom into our daily lives. Hence, start today. Pick up a book, question your assumptions, broaden your horizons, and keep learning and growing. Remember, as the Greek philosopher Socrates once said, “The unexamined life is not worth living.”
- Dwyer, C. P., Hogan, M. J., & Stewart, I. (2014). An integrated critical thinking framework for the 21st century. Thinking Skills and Creativity, 12, 43-52.
- Association of American Colleges and Universities (AAC&U). (2020). Critical thinking VALUE rubric.
- Durkin, D. (1978-79). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14, 481-533.
- Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342(6156), 377-380.
- Elder, L., & Paul, R. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, 30(2), 34.
- World Economic Forum. (2020). The Future of Jobs Report 2020.
- Van Gelder, T. (2005). Teaching Critical Thinking: Some Lessons from Cognitive Science. College Teaching, 53(1), 41-48. | library |
https://www.leahsbooksandcooks.com/post/perfect-gifts-for-book-lovers | 2020-05-31T16:51:24 | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347413551.52/warc/CC-MAIN-20200531151414-20200531181414-00236.warc.gz | 0.956575 | 1,442 | CC-MAIN-2020-24 | webtext-fineweb__CC-MAIN-2020-24__0__38132465 | en | I don’t know about you, but I feel like this year has gone by so quickly. The holidays are only about a month away, and that means figuring out what to buy people. Buying gifts for loved ones who love books is about to get a whole lot easier.
With the help of my fellow bookworms, I’ve compiled a list of some of the items that would be most appreciated as holiday gifts that aren’t books. Here are some of the things we came up with, but I’d love to hear if you’ve got more ideas!
A true book lover needs something to hold their place in a book, and there are some really beautiful bookmarks available. When asked for feedback, my people overwhelmingly responded that they wanted bookmarks, so that is why this holds the number one spot. Some specific types were wooden bookmarks, custom wire bookmarks, anchor bookmarks, and even book darts. There are so many beautiful choices, and I’m always partial to checking out etsy.com first in order to support small businesses.
Scented candles are always nice to light while reading a book. There are a lot of companies that actually make candles with scents inspired by various books. While I haven’t tried any of these, a simple Google search for bookish candles will bring up a ton of sites.
3. Gift box subscriptions
This is something I’ve seen a lot of recently, and people absolutely love these boxes. You can order one box or an ongoing subscription. Depending on which box you order, it contains either books or books and various book-related goodies. Some of the more popular ones include OwlCrate, Illumicrate, and Fae Crate (which all include books and other stuff), and if you’re just looking for books, you may want to consider Book of the Month Club.
4. Library card coasters
These are super cute coasters are based on the due date cards that used to be in the back of library books, and are the perfect coffee table addition for a book lover. A word of advice – you will want to make sure that the one you choose is waterproof.
5. Book page wreaths
This is a super cool item that is exactly what it sounds like. Rather than a traditional wreath, this one is made out of pages! You can find a ton of these by looking up the term on Google, but there are a lot of gorgeous choices on etsy.com too.
6. Personalized bookends
Having shelves of books always comes with a problem – the books don’t stay where we put them. This is where bookends come into the picture. Personalized bookends are a great gift for any book lover, and there are endless ways to customize them. Letters, engraved crystal, quotes, scenery, and anything else you can think of can be put on a bookend.
As bookish people, we are often lovers of quotes and may struggle to stay organized. Calendars are often invaluable for us. I personally cannot function without my calendar to keep track of when things need to be posted, along with tracking my appointments. There are some really awesome bookish calendars out there.
8. Book themed mugs with some coffee or tea
For people who drink coffee or tea, a mug with a bookish theme and some of their favorite coffee/tea is the perfect gift. Plus the caffeine helps us stay up and read more!
9. Kindle or Nook e-readers
Although many of us still enjoy reading actual books, it’s hard to beat the convenience of e-readers. They can hold thousands of books in a tiny little handheld device, read in the dark (especially helpful if you share a bed with someone who is sleeping while you’re trying to read), and download books from your library/Amazon/Barnes & Noble without ever having to leave your house.
This post uses affiliate links and I will receive a small commission for purchases made through my links at no additional cost to you.
10. Shelves or other cool storage for books
Another problem of book hoarding is where to put them all. Book shelves or cool storage spaces will always be appreciated by the book lover in your life.
11. A cozy blanket to cuddle under
Especially in the colder months, the only thing better than having a great book is having a cuddly blanket to curl up in while reading. This is another gift that you can’t go wrong with.
12. A tub caddy for people who like to read in the bath
Some people absolutely love to read in the bath and find it more relaxing than anything else. There are tub caddy reading racks that fit over the sides of the bathtub, and have a spot to prop up the book (so the pages don’t get wet), along with a place to put a wine glass or other beverage of your choice.
13. A book light
For people who are purists and adore actual books over e-readers, a book light can make it a lot easier to read in conditions with low light. This also helps not to disturb a partner who wants the lights off.
14. Headphones for people who love audiobooks
Audiobooks are another hot trend. For people who don’t or can’t read traditional books, whether it’s due to a disability, lack of time, or just because they don’t like to read, audiobooks are a lifesaver. They allow people to read books while doing other things, like chores or other boring tasks. A pair of headphones, especially wireless/Bluetooth headphones can be the best possible gift, since they allow the user to have both hands free to do other things without being tethered to a phone.
Bookish pendants or other jewelry can be a lovely gift for the bookworm in your life. There are so many different options out there, and once again, etsy.com is always my first choice for jewelry. Many sellers can customize their offerings to your needs, and are usually really affordable.
16. Fairy lights
Fairy lights is probably one of my very favorite trends right now. It’s such a beautiful way to showcase bookshelves (or anything else) without being overwhelming. If your loved one is a bookstagrammer (takes photos of their books and posts them on Instagram), fairy lights will definitely be appreciated. Plus, they look super festive in any season!
17. Book pillows
There are some really cute throw pillows that you can find with books as a theme. Lots of them have cute or funny sayings on them – my favorite is “Go away, I’m reading,” but there’s so many different ones to choose from. I also saw some that are actually shaped like plush, velvety books. | library |
http://cbrl.ca/valentines-food-for-fines-campaign/ | 2019-02-16T12:37:45 | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247480272.15/warc/CC-MAIN-20190216105514-20190216131514-00603.warc.gz | 0.914854 | 600 | CC-MAIN-2019-09 | webtext-fineweb__CC-MAIN-2019-09__0__46511062 | en | Valentine’s Food for Fines Campaign
Reduce your library fines while helping your community with Cape Breton Regional Library’s Valentine’s Food for Fines campaign. From February 1st to February 15th, the library is accepting donations of non-perishable food items for local food banks. For each acceptable food item, existing library overdue fines will be lowered by $2.00 to a maximum of $20.00 per library card. (Please note: Charges for lost or damaged items cannot be reduced through the food for fines campaign.)
Frequently Asked Questions:
What items are most needed by the food banks?
Canned beans, chickpeas, and lentils
Canned meats and fish
Canned vegetables and fruits
Canned evaporated milk
Boxes of cereal
Boxes of tea bags
What items are not accepted?
Food past its best before date
Junk food or food with limited nutritional value
Where and when can my items be dropped off?
Items can be dropped off during open hours at all branches of Cape Breton Regional Library from February 1 to February 14, 2019. Items must be given to a library staff member; please do not leave food donations in library book drops.
Where will items be donated?
Donations will be distributed to several local food banks in Cape Breton and Victoria counties, including:
Glace Bay Food Bank
Loaves and Fishes, Sydney
North of Smokey Food Bank Association, Ingonish
North Sydney Community Food Bank
Helping Hands South of Smokey Society, Baddeck
St. Vincent de Paul Food Bank, New Waterford
Sydney Mines & Area Food Bank
Can I make a monetary donation to the campaign?
We are unable to accept monetary donations for other organizations as part of the campaign. If you wish to make a monetary donation, we encourage you to donate directly to the food bank of your choice.
Can I make a food donation even if I do not have overdue fines?
Yes! Feel free to make a donation regardless of fees.
Can my donation be used to cover fines I might accrue in the future?
Sorry, your donated items can only be applied to existing fines and cannot be used for future credit.
Can my donations be applied to someone else’s fines?
This is the first time CBRL has held a Food for Fines campaign on a system-wide scale, so in an effort to streamline things, patrons can pay their own fines or those of a family member if the other individual is present. The library held a Pay it Forward campaign a little over a year ago in which patrons could donate funds to help others reduce their fines. Several branches still have funds remaining from that initiative to help those in need, thanks to our very thoughtful and generous library patrons.
If you have additional questions, please contact your local library. | library |
http://www2.jpl.nasa.gov/ambassador/profiles/Bruce_Irving.htm | 2014-10-25T07:42:29 | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1414119647884.33/warc/CC-MAIN-20141024030047-00074-ip-10-16-133-185.ec2.internal.warc.gz | 0.958269 | 144 | CC-MAIN-2014-42 | webtext-fineweb__CC-MAIN-2014-42__0__139417624 | en | Bruce Irving is an optical engineer with a lifelong interest in space and aviation. He has a B.S. in physics from the University of Pittsburgh and a M.S. in optics from the University of Rochester and has worked for over twenty-five years for an engineering software company, most recently as international distribution manager. In recent years, Bruce has developed, distributed over the web, and occasionally presented various space-related educational outreach materials. He is also a private pilot and a singer/songwriter.
Past events hosted by this Ambassador:
Exploring Space with a Computer Beaman Library
Podcast: JPL's Greatest Hits Web based podcast
Robots, Astronauts, and You Beaman Memorial Library | library |
https://www.brightandearly.com/summer-bucket-list-5-head-to-your-local-library/ | 2020-07-09T07:55:26 | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655899209.48/warc/CC-MAIN-20200709065456-20200709095456-00432.warc.gz | 0.953975 | 775 | CC-MAIN-2020-29 | webtext-fineweb__CC-MAIN-2020-29__0__141741968 | en | Though its function has changed quite a bit over the years, the local library still plays an important role in shaping your child’s relationship to reading and books. Whether you live in a small town or a sprawling urban area, your local library offers your whole family benefits that go far beyond books.
Regular library visits lead to more reading.
Research shows that reading actually aids in brain development. When you read to your children (especially in their first five years of life), their brain cells are literally turned on, existing links are strengthened, and new ones are formed.
Reading is also fundamental to providing foundational language and literacy skills your child needs to succeed. In addition, reading aloud connects the reader and listener in a very intimate way. When we read aloud to kids, we send them a message that they are important.
Visiting the library exposes kids to an almost limitless supply of books.
Books can be expensive, especially hardcover ones. If you’re like most of us, you’re on a budget and need to put a limit on how much you can spend. Let’s face it — kids outgrow books almost as fast as clothes or shoes. Their tastes change and their reading skills increase.
Don’t get us wrong — you can and should take your children to the bookstore to let them pick out books. Going to the library offers them a chance to choose from hundreds or even thousands of titles. You can check out as many books as you’d like, and then come back when you’re done for a new pile.
The library also allows kids to expand their repertoire. There’s no pressure to buy, so they can “test drive” a new author or genre that they might not have picked before.
Think of the librarian as your own personal book expert.
It’s their job — literally. Children’s librarians have a pulse on the hottest authors and titles in the juvenile literary world and can suggest stories that might be out of your child’s norm.
Like the bookstore, many libraries include a “Bestseller” section for both kids and adults.
The library has so much more than just books.
Most libraries offer tons of free education and entertainment, for all ages. The list varies from town-to-town, but some we’ve seen include family movie nights, after-school programs, STEM clubs, knitting circles, genealogy classes, Lego building sessions, and much more. Many libraries also offer free or discounted passes to local museums. Your library is a treasure trove of things to do.
In addition, the children’s section in most libraries is not a place for shushing and silence. Most young library patrons are encouraged to interact — through play, with books and magazines, on computers and tablets, etc. It’s not uncommon to see kids curled up in cozy corners on over-sized pillows and bean bag chairs, reading a book or listening to an e-reader.
Owning a library card teaches kids responsibility.
When a child has their own library card, they feel trustworthy, responsible and mature. They learn to treat things that belong to others with care. They learn about sharing books and being a member of a community. A child’s first library card is a rite of passage.
So get your child a library card — and underscore its importance. Take pics of the occasion. Go out for ice cream to celebrate.
And then, go home and open up a book!
Create your own Summer Bucket List with this printable PDF.
There’s plenty of room for you to brainstorm fun ideas with your family. But most importantly – don’t forget to have fun! | library |
https://docs.gopay-services.com/en/References/reference/ | 2024-03-05T07:17:25 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707948223038.94/warc/CC-MAIN-20240305060427-20240305090427-00747.warc.gz | 0.885516 | 116 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__82778583 | en | The UnivaPay API is a RESTful HTTPS interface used to make various payments – from single charges to subscriptions. This page details the resources available via the API and information about using the service.
While you can make direct HTTP requests to use the API, the UnivaPay team maintains a number of libraries for several commonly used programming languages. It is highly recommended to make use of the libraries as they incorporate various best practices, contain valuable type information, and will make integration much easier. Their usage examples will be available in addition to cURL requests for resources on this page. | library |
https://shop.lanserhof.com/en/ernaehrung/the-50-healthiest-10-minute-recipes | 2021-02-25T02:36:18 | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178350706.6/warc/CC-MAIN-20210225012257-20210225042257-00422.warc.gz | 0.935413 | 304 | CC-MAIN-2021-10 | webtext-fineweb__CC-MAIN-2021-10__0__164532321 | en | The 50 Healthiest 10-Minute Recipes
By Dr. Anne Fleck, former head of department of Internal Medicine at the LANS Medicum, known for her German television series "Die Ernährungsdocs” (The Nutritional Docs). Eating healthy and delicious diet is that easy! The dishes in this book are not only very good for you, but also taste fantastic. All recipes can be prepared within just 10 minutes - a true blessing for those who like it uncomplicated and healthy.
Su Vössing, formerly Germany's youngest star chef, has developed over 50 unique recipes according to the nutritional advice from Dr. Anne Fleck. In accordance with the renowned LANS Med Concept and the latest findings of nutritional medicine, Dr. Anne Fleck has chosen the ingredients for this book in such a way, that one healthy meal a day is sufficient to provide the body with all the vitamins, trace elements, fatty acids and secondary plant substances it requires. Many of the dishes are also suitable for traveling or for the office.
In addition, the book offers six exclusive recipes from the chef of Lanserhof Tegernsee, Karsten Wolf, as well as tips and recipes for breakfast, snacks, main dishes and many more. Short texts inform the reader about the food and its particular effect on the body.
Editor of "The 50 healthiest 10-minute recipes" and pioneer of the LANS Med Concept is Lanserhof owner Dr. Christian Harisch. | library |
https://www.londontimelapse.co.uk/items/big-ben-and-churchill-statue-sunset-time-lapse-new-2/ | 2024-03-01T18:10:19 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947475422.71/warc/CC-MAIN-20240301161412-20240301191412-00225.warc.gz | 0.97927 | 864 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__134626849 | en | HD VERSION (1920 x 1080 px)
Big Ben and Churchill statue. Time lapse of the clock tower of the Houses of Parliament in London through sunset. In the foreground is the statue of Winston Churchill, Prime Minister of Great Britain during the Second World War. 19 seconds
More about Winston Churchill
Sir Winston Leonard Spencer-Churchill, KG, OM, CH, TD, DL, FRS, RA (30 November 1874 – 24 January 1965) was a British statesman who was the Prime Minister of the United Kingdom from 1940 to 1945 and again from 1951 to 1955. Widely regarded as one of the greatest wartime leaders of the 20th century, Churchill was also an officer in the British Army, a historian, a writer (as Winston S. Churchill), and an artist. He won the Nobel Prize in Literature, and was the first person to be made an honorary citizen of the United States.
Churchill was born into the aristocratic family of the Dukes of Marlborough, a branch of the Spencer family. His father, Lord Randolph Churchill, was a charismatic politician who served as Chancellor of the Exchequer; his mother, Jennie Jerome, was an American socialite. As a young army officer, he saw action in British India, the Sudan, and the Second Boer War. He gained fame as a war correspondent and wrote books about his campaigns.
At the forefront of politics for fifty years, he held many political and cabinet positions. Before the First World War, he served as President of the Board of Trade, Home Secretary, and First Lord of the Admiralty as part of Asquith’s Liberal government. During the war, he continued as First Lord of the Admiralty until the disastrous Gallipoli Campaign caused his departure from government. He then briefly resumed active army service on the Western Front as commander of the 6th Battalion of the Royal Scots Fusiliers. He returned to government as Minister of Munitions, Secretary of State for War, and Secretary of State for Air. In 1921–1922 Churchill served as Secretary of State for the Colonies, then Chancellor of the Exchequer in Baldwin’s Conservative government of 1924–1929, controversially returning the pound sterling in 1925 to the gold standard at its pre-war parity, a move widely seen as creating deflationary pressure on the UK economy. Also controversial were his opposition to increased home rule for India and his resistance to the 1936 abdication of Edward VIII.
Out of office and politically “in the wilderness” during the 1930s, Churchill took the lead in warning about Nazi Germany and in campaigning for rearmament. At the outbreak of the Second World War, he was again appointed First Lord of the Admiralty. Following the resignation of Neville Chamberlain on 10 May 1940, Churchill became Prime Minister. His steadfast refusal to consider surrender helped inspire British resistance, especially during the difficult early days of the war when the British Commonwealth and Empire stood alone in its active opposition to Adolf Hitler. Churchill was particularly noted for his speeches and radio broadcasts, which helped inspire the British people. He led Britain as Prime Minister until victory over Nazi Germany had been secured.
After the Conservative Party lost the 1945 election, he became Leader of the Opposition to the Labour Government. He publicly warned of an “Iron Curtain” of Soviet influence in Europe and promoted European unity. After winning the 1951 election, Churchill again became Prime Minister. His second term was preoccupied by foreign affairs, including the Malayan Emergency, Mau Mau Uprising, Korean War, and UK-backed coup d’état in Iran. Domestically his government laid great emphasis on house-building, and introduced safety and sanitation regulations for housing and workplaces. Churchill suffered a serious stroke in 1953 and retired as Prime Minister in 1955, although he remained a Member of Parliament until 1964. Upon his death aged ninety in 1965, Elizabeth II granted him the honour of a state funeral, which saw one of the largest assemblies of world statesmen in history. Named the Greatest Briton of all time in a 2002 poll, Churchill is widely regarded as being among the most influential people in British history, consistently ranking well in opinion polls of Prime Ministers of the United Kingdom. | library |
http://www.creatv.media/media-20/ | 2018-11-18T20:40:55 | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039744649.77/warc/CC-MAIN-20181118201101-20181118223101-00276.warc.gz | 0.867823 | 972 | CC-MAIN-2018-47 | webtext-fineweb__CC-MAIN-2018-47__0__136112054 | en | WHAT THE EXPERTS SAY ABOUT fearless media
"No one sums up the current media maelstrom better than Peter Csathy. His latest book is a must-read for anyone in the entertainment industry, particularly those hoping to make sense of this brave new mobile, digital, and fractured world. Brilliant and compelling."
-- Brent Lang, Variety
"An invaluable guide to the ever-growing, constantly-shifting and often-confusing array of star players in the new media universe."
-- Zack O'Malley Greenburg, Forbes
“Peter Csathy navigates the wild west of digital media with skill and precision. His salient insights are delivered in a way that is compelling, entertaining and completely accessible. He renders a rapidly changing industry a little less intimidating.”
— David Ng, Los Angeles Times
“Csathy delivers an approachable, thorough and enlightening account of the ever-evolving media landscape. Consider this a blueprint to navigate the twists and turns of the world of new media.”
— David Kretzmann, The Motley Fool
"Peter Csathy's new book is a 'must read' for both insiders and outsiders -- anybody -- interested in the business of digital media."
-- Sahil Patel, Digiday
"Peter Csathy sees the media world and where it's going like very few can. I recommend his book highly. If you touch anything close to the media and tech worlds, consider this mandatory reading."
-- Jon Miller, Former CEO AOL
"Csathy delivers an entertaining, informed and incisive read on the state of digital media -- and where it's headed -- along with practical tips for navigating the industry's shifting tides."
-- Todd Spangler, Variety
"Lively and informative. Csathy has long been the go-to expert for writers to make sense of the rapidly evolving media landscape. A great guide to the 'tech-tonic' shifts to come."
-- Dawn Chmielewski, Deadline
"Congrats to Peter Csathy, proving again that he is one of the few top industry execs who can lay out and dissect -- in a great read -- the near-term meaning and long range implications of the investment, deal-making and strategic wins and losses in our day-to-day digital landscape. Whether you're a biz dev exec in a media company or a day-trader in tech, ‘Fearless Media’ will give you a strategic edge on your fiercest competitors."
-- Victor Harwood, President, Digital Hollywood
"A thought-provoking and fascinating look into what the future of media could be in 2019."
-- Jim Louderback, CEO, VidCon
"Peter Csathy is one of the smartest guys in new media."
-- Jefferson Graham, USA TODAY
synopsis of FEARLESS MEDIA
“FEARLESS MEDIA” IS PETER CSATHY’S CALL TO ACTION & INSIDER’S GUIDE TO OUR NEW FUNDAMENTALLY TRANSFORMED MEDIA & ENTERTAINMENT WORLD (& WHERE IT’S GOING)
“Media 2.0” represents our tech-transformed new media and entertainment world, the ever-accelerating pace of which is astounding. Media 2.0 impacts all of us. In ways we realize, but many (most?) we don’t, and won’t until we look back years from now. “Fearless Media“ is a call for bold and even sometimes audacious action to beat back hyper-competition and thrive amidst Media 2.0’s frenetic waters.
Peter Csathy's upcoming new book, FEARLESS MEDIA, features exclusive interviews with more than 30 key CEOs, investors & influencers and takes you on a journey of how technology has transformed the world of content, offering a detailed snapshot of today’s new media world — including Internet-driven over-the-top (OTT) video, music, virtual reality (VR), augmented reality (AR), eSports, and tech-transformed live events. Csathy identifies today’s new media leaders, identifies their strengths and vulnerabilities, highlights 2018’s Media 2.0 headline stories, and names his “Fearless Five” companies that made the boldest and most audacious Media 2.0 moves in 2018.
Csathy also lays out a detailed roadmap of where the digital media world is going in 2019 and beyond via his renowned “Top 10” predictions — and identifies concrete strategies and actions to immediately leverage the power of Media 2.0. To take action, and be fearless! | library |
https://jethrojeff.com/the-iconic-reverso-a-history-of-jaeger-lecoultres-signature-watch/ | 2023-06-09T22:41:26 | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224656833.99/warc/CC-MAIN-20230609201549-20230609231549-00202.warc.gz | 0.945372 | 1,123 | CC-MAIN-2023-23 | webtext-fineweb__CC-MAIN-2023-23__0__11852057 | en | The Iconic Reverso: A History of Jaeger Lecoultre’s Signature Watch
Jaeger Lecoultre is a name that resonates with luxury and innovation in the world of horology. Among its impressive collection of watches, the Reverso stands out as the brand’s signature timepiece. The Reverso is an iconic watch that has endured for over 90 years, proving its timeless appeal and functional elegance. This article explores the history of the Reverso, from its origins in the 1930s to its evolution into a modern classic.
Rediscovering the Reverso: A Timeless Classic
The Reverso was born out of a practical need. In the early 1930s, polo players in India were frustrated with the fragility of their watches during matches. They needed a timepiece that could withstand the rough and tumble of the sport. Enter César de Trey, a Swiss businessman who was instrumental in the creation of the Reverso. He approached Jaeger Lecoultre with the idea of a watch that could be flipped over to protect the glass and dial. The Reverso was born.
The first Reverso model was released in 1931, and it was an instant success. The watch’s unique design and functionality made it a hit with watch enthusiasts and polo players alike. The Reverso’s rectangular case, clean lines, and Art Deco-inspired design captured the spirit of the time. The watch’s ability to flip over and protect the dial made it practical as well as stylish.
The Legend Continues: Jaeger Lecoultre’s Iconic Watch
Over the years, the Reverso has evolved into a true icon of watchmaking. Jaeger Lecoultre has continued to innovate and refine the design, while staying true to the watch’s original concept. Today, the Reverso is available in a wide range of styles, from classic to modern, and in a variety of materials, including stainless steel, gold, and platinum.
One of the reasons for the Reverso’s enduring popularity is its versatility. The watch can be dressed up or down, making it suitable for any occasion. It’s also highly customizable, with options for different straps, dials, and complications. Despite these variations, the Reverso’s distinctive rectangular shape and flip-over case remain constant.
Jaeger Lecoultre has also created special edition Reverso watches to mark significant milestones. For example, in 2011, the brand celebrated the Reverso’s 80th anniversary with a limited edition watch, the Grande Reverso Ultra Thin Tribute to 1931. This watch paid homage to the original Reverso model, with its Art Deco styling and flip-over case.
From Art Deco to Modern Times: The Story of the Reverso
The Reverso’s design has always been influenced by the Art Deco movement, which was popular in the early 20th century. The watch’s clean lines, geometric shapes, and use of contrasting materials reflect this aesthetic. The Reverso’s flip-over case was also inspired by Art Deco architecture, which favored innovative and functional design.
In the 1950s and 1960s, the Reverso underwent some design changes, in keeping with the fashion of the time. The watch became more streamlined and minimalist, with fewer decorative elements. However, the basic rectangular shape and flip-over case remained unchanged.
In recent years, Jaeger Lecoultre has continued to adapt the Reverso to modern tastes, while retaining its classic appeal. For example, in 2016, the brand released the Reverso One Duetto Moon, a watch that combines traditional design with modern features, such as a moon phase indicator and a double-sided dial.
The Reverso has also been the subject of artistic collaborations, with Jaeger Lecoultre partnering with renowned artists and designers to create limited edition watches. These collaborations have produced some of the most unique and striking Reverso models, such as the Reverso by Christian Louboutin, which features the shoe designer’s signature red sole on the back of the case.
The Future of the Reverso
As the Reverso approaches its 100th anniversary, Jaeger Lecoultre shows no signs of slowing down. The brand continues to innovate and experiment with the design, while remaining faithful to the watch’s heritage. The Reverso remains a symbol of timeless elegance and innovation, and its popularity is sure to endure for many years to come.
The Reverso is not just a watch, it’s a cultural icon. From its humble beginnings as a practical solution for polo players to its status as a luxury timepiece for watch enthusiasts, the Reverso has come a long way. Its enduring popularity is a testament to its timeless design and functionality.
Jaeger Lecoultre’s commitment to excellence and innovation has ensured that the Reverso remains relevant in a fast-changing world. The brand’s ability to balance tradition and modernity has made the Reverso a watch for all seasons. As we look to the future, we can be sure that the Reverso will continue to captivate and inspire watch lovers around the world.
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https://heroes.exhn.jp/en/exhibition_ukiyoe/ | 2022-05-21T01:51:24 | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662534773.36/warc/CC-MAIN-20220521014358-20220521044358-00639.warc.gz | 0.96873 | 2,426 | CC-MAIN-2022-21 | webtext-fineweb__CC-MAIN-2022-21__0__929663 | en | This exhibition shows the legends and stories of Japanese heroes chronologically through musha-e prints,
tsuba sword mountings with correlating imagery with them and Japanese swords.
According to Japanese mythology, gods ruled the land from the beginning of the world until the reign of the first emperor, the legendary Jinmu. Described in the Kojiki (712) and the Nihon shoki (720), as well as in various provincial Fudoki (Gazetteers recording oral traditions), the stories not only tell of gods such as Amaterasu ōmikami and Susanoo no mikoto but also relate various war feats of emperors and provincial nobles.
Although illustrated stories from this early period are rare, beginning in the 18th century, images of warrior gods were included in picture books that compiled warrior tales from many eras. The slaying of the monster Yamata no Orochi by Susanoo no mikoto is commonly depicted on framed votive wooden plaques in Shinto shrines.
Susanoo no mikoto was the younger brother of Amaterasu ōmikami, the Sun Goddess. Because of his rowdy behavior, he was banished from the High Plain of Heaven (Takamagahara), the home of the gods, and came to the upper reaches of the Hinokawa River in Izumo Province. There he met an old couple named Ashinazuchi and Tenazuchi, who were lamenting that they must give their daughter Kushiinada hime as a human sacrifice to the Yamata no Orochi, a monstrous serpent with eight heads and eight tails. Susanoo prepared eight vats of sake, one for each head of the Yamata no Orochi; and when it became drunk, he slew it. In one of its tails he found a precious sword called Ame no Murakumo no Tsurugi (Sword of the Heavenly Clouds), and he married Kushiinada hime.
During the Heian period, in the tenth to eleventh centuries, samurai warriors who excelled in martial arts joined together in larger groups, giving rise to the powerful Seiwa Genji (Minamoto) and the Kanmu Heishi (Taira) clans.
Minamoto no Yorimitsu, the third-generation head of the Seiwa Genji clan, has been depicted in heroic stories such as “The Earth Spider,” “The Shutendōji of Ōeyama” and “Kidōmaru at Ichiharano”. These stories also appeared in the form of illustrated handscrolls. Yorimitsu’s legendary retainers Watanabe no Tsuna, Sakata no Kintoki (who was known as Kintarō or Kaidōmaru in his youth), Usui no Sadamitsu, and Urabe no Suetake were known as the Shitennō (Elite Four) and make their own appearances individually in various warrior stories.
One night as Minamoto no Yorimitsu was lying in bed sick, the shadowy figure of a strange priest appeared to him and told him that his illness was the result of his own actions. It then turned into a spider some seven feet tall and threw out thousands of threads to entangle Yorimitsu. Yorimitsu drew his sword Hizamaru, which he kept beside his pillow, and slashed at the apparition. The spider disappeared, but Yorimitsu’s four leading retainers, the Shitennō, together with Hirai Yasumasa, followed the trail of blood that it left. They found the Earth Spider living in an ancient tomb and killed it.
Minamoto no Yorimitsu, his four retainers known as the Shitennō, and Hirai Yasumasa defeated an evil demon known as the Shutendōji (Sake-drinking Boy), who had been kidnapping young ladies from the capital and taking them to his lair on Mount Ōe in Tango Province. Yorimitsu’s group entered the mountains disguised as yamabushi (mountain ascetics). The gods of the Sumiyoshi, Kumano, and Hachiman Shrines appeared to them in the form of three old men and gave them a liquor called Jinbenkidoku that was healthful for humans but poisonous to demons, and a magical Star Helmet (hoshikabuto). When the group arrived at the home of the Shutendōji, they were treated to a drinking party by the demons. The Shutendōji fell into a drunken stupor and they cut off his head. The head flew through the air and tried to bite Yorimitsu, but he was protected by the Star Helmet. By day, the Shutendōji resembled a young boy with long hair; but at night, he transformed into a gigantic demon.
Through the Hōgen Rebellion in 1156 (Hōgen 1) and the Heiji Rebellion in 1160 (Heiji 1), Taira no Kiyomori established his political power and the foundations of a military government. However, in 1180 (Jishō 4), Minamoto no Yoritomo raised an army to carry out the Rebellion of Prince Mochihito against the Taira clan, marking the beginning of many battles between the Minamoto and Taira clans until 1185 (Bunji 1), when the Taira were defeated in the Battle of Dannoura. The tales of these battles are recounted in war epics such as the Heike monogatari and Genpei jōsuiki, and these stories make up a large proportion of musha-e subjects.
There are numerous stories about individual military commanders in both the Taira and Minamoto clans, but Minamoto no Yoshitsune in particular appears in many musha-e starting from the time of his youth, when he was known as Ushiwakamaru.
Wearing a thin robe over his head as an improvised veil, the boy Ushiwakamaru approaches Gojō Bridge in Kyoto. The rogue priest Benkei, who has made a vow to steal one thousand swords, lays covetous eyes on Ushiwaka’s fine sword and challenges him to a duel. To his great surprise, the slender boy defeats him soundly, and he swears his allegiance to the young warrior.
Soga monogatari is the tale of two brothers, Soga no Jūrō Sukenari and Soga no Gorō Tokimune, who, after enduring hardship for eighteen years, finally avenge their father’s murder by killing Kudō Suketsune at a hunting event organized by Minamoto no Yoritomo in the foothills of Mount Fuji in the fifth month of 1193 (Kenkyū 4).
In the fifth month of 1185, Minamoto no Yoritomo held a large-scale hunting party in the foothills of Mount Fuji. This was the occasion when the Soga Brothers finally achieved their long-awaited vengeance. During the hunt, a wounded boar ran toward Yoritomo, but Nitan no Shirō Tadatsune jumped onto the boar’s back, riding it backwards, and thrust his short sword into its body to bring it down.
The Taiheiki is a war epic recounting the battles during the first half of the fourteenth century, mostly covering the state of war between the Northern and Southern Courts that lasted to the end of the Kamakura shogunate.
In ukiyo-e, rather than scenes of battle, more commonly illustrated subjects were loyal retainers of the Southern Court, such as Kusunoki Masashige, his son Kusunoki Masatsura, Nitta Yoshisada, and the imperial prince Ōto no miya Moriyoshi, son of Emperor Godaigo. One of the more curious legends that has been depicted since the early days of ukiyo-e involves Kusunoki Masashige, who was killed at the Battle of Minatogawa but returns as a ghost to attack Ōmori Hikoshichi.
As a reward for killing Kusunoki Masashige at the Battle of the Minato River, Ōmori Hikoshichi was awarded territory in Iyo Province. On his way to the celebration, he encountered a young lady of seventeen or eighteen, wearing red hakama, who appeared to be an attendant in a noble household. Thinking that she would have trouble making her way along the mountain road, Hikoshichi offered to carry her on his back. They had gone as far as Hanjō when suddenly the young woman turned into an eight-foot tall demon with bear-like claws, who grabbed Hikoshichi by the hair and tried to fly away with him. Hikoshichi grappled with the demon, but when other members of his group approached, it vanished away. The demon was in fact the vengeful ghost of Kusunoki Masashige, who was trying to disrupt the rule of Ashikaga Takauji by stealing the precious sword carried by Hikoshichi.
Kawanakajima is located in the northeastern part of present-day Nagano Prefecture, in the area where the Sai and Chikuma rivers meet. During the twelve years between 1533 (Tenmon 22) and 1564 (Eiroku 7), the warlords Uesugi Kenshin of Echigo Province and Takeda Shingen of Kai Province fought five battles there. From the beginning of ukiyo-e, the most widely depicted scene was Kenshin and Shingen’s hand-to-hand combat.
Kenshin, with his head wrapped in white silk to signify his religious vows, mounted on a dapple-gray horse and brandishing his sword, rode straight toward Shingen’s standard. Shingen did not attempt to evade the attack but sat calmly in place and parried Kenshin’s sword stroke with his iron battle fan.
In the nineteenth century, lengthy historical novels called yomihon began to be published, and these stories of adventure proved to be highly popular. The print series Tsūzoku Suikoden by Utagawa Kuniyoshi, published beginning around 1827 (Bunsei 10), depicted heroes from a famous Chinese novel in the form of color prints. After this series became a huge hit, musha-e of the 1830s and early 1840s (the Tenpō era) went beyond portraying historical war epics such as Heike monogatari and Taiheiki and began to include fictional characters from novels. The colorful nishiki-e illustrations of heroes that seem to leap off the printed pages and into action must have made hearts flutter, in the same way that color frontispieces of manga magazines are enjoyed by readers today.
Written by Kyokutei Bakin and illustrated by Katsushika Hokusai, this book was published serially from 1807 to 1811. The hero is a fictionalized version of Chinzei Hachirō Tametomo, who was on the losing side in the Hōgen Rebellion of 1156 and was banished to the island of Ōshima in Izu. In this alternate version of history, the imperial prison ship does go to Ōshima, but Tametomo escapes to Kyūshū. He sets sail from Minamata in Kyūshū in order to attack the Heike once again; but he encounters a severe storm and winds up in the Ryūkyū Islands (now Okinawa Prefecture, but at the time a separate country). There he helps the Ryūkyū queen to put down a rebellion and pacifies the country. | library |
http://theparishschool.edublogs.org/category/uncategorized/ | 2019-12-16T10:39:45 | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575541319511.97/warc/CC-MAIN-20191216093448-20191216121448-00029.warc.gz | 0.962396 | 699 | CC-MAIN-2019-51 | webtext-fineweb__CC-MAIN-2019-51__0__56371329 | en | Seeing a child sit down with a book is always such an empowering sight. Whether it be a 2 year old analyzing the pictures in a book, or a 13 year old deeply engrossed in a novel, literacy education happens through all ages.
Oftentimes parents ask, “How do you even begin to teach reading?” The most important tool is to read to your child at home. Not only is it his or her first exposure to books, but it begins to open the door to literacy and fosters a love of reading at a very early age. It also helps children develop language and listening skills and prepares them to eventually understand written
language. Lastly, reading aloud to children – whether it is a simple picture book or a classic novel- stimulates their imagination and expands their vocabulary and understanding of the world. Children model behavior, so the more you read at home, the more likely they will love books and want to learn how to read.
Schools build upon this foundation and add the instructional approach. A great foundational reading program is not only one that teaches the necessary skills, but also includes authentic practice using these skills. Although worksheets are how most of us were taught, hands-on practice and being able to physically manipulate words through repetition makes more connections than simply filling in the blank . It’s also important to have a program that reaches all levels of learning. Many programs teach “to the middle” and leave out learners who might be excelling or needing additional assistance.
At The Parish School at St. Edward, starting in Kindergarten, the learners utilize a unique program entitled Wilson Fundations. This is a systematic program designed for foundational reading and spelling skills which emphasizes phonemic awareness, phonics-word study, high frequency word study, fluency, vocabulary, handwriting, and spelling. When children are exposed to foundations of reading in a systematic approach their base knowledge for literacy strengthens. Wilson Fundations also instructs through a systematic exposure to chants, hands-on practice using white boards to label words and magnetic boards to manipulate words. As children continue to acquire literacy skills and layer on additional knowledge onto an already solid foundation, learners are able to more readily accept those skills while continuing to challenge themselves and show great progress in their reading ability as a life-long reader.
Wilson Fundations is an extensive research-based program. Often times there are programs that have what appears to be great strategies, fun activities, and visually appealing. These types of programs could be great for home use as a supplement to the classroom instruction, however, as a school, it is important to implement a program that has years of use and backed by research. In a program review conducted by Florida Center for Reading Research (FCRR), all aspects of foundational reading such as phonemic awareness, phonics, fluency, vocabulary and comprehension were taught and practiced with using Wilson Fundations and no weaknesses in the program were noted.
Research and foundational skills aside, the true moment of a successful reading program is watching it being used in the classroom and observing how the children are retaining the information. When one steps into an English Language Arts classroom at The Parish School at St. Edward, the amount of engagement and passion for learning are very evident. In speaking with the learners about what they are currently reading, the vocabulary they use to explain their book and the connections they are able to make to their life or to our Catholic faith are always astonishing. | library |
https://ultracold.sr/publications/ | 2020-07-12T17:01:13 | s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657138752.92/warc/CC-MAIN-20200712144738-20200712174738-00358.warc.gz | 0.839061 | 211 | CC-MAIN-2020-29 | webtext-fineweb__CC-MAIN-2020-29__0__250138613 | en | We make our research publically available through scientific papers and long-form theses. Feel free to download our works and do not hesitate to contact us if you need any information beyond what is written here.
We make our papers available to the general public by publishing all preprints on the Physics arXiv.
State-Dependent Optical Lattices for the Strontium Optical QubitPhysical Review Letters1242032012020
Fast and dense magneto-optical traps for strontiumPhysical Review A990634212019
A Master’s thesis in our group represents a full year’s worth of work in the lab. All theses describe significant original work by the author and are meant to be useful to other researchers in our field.
A Bachelor’s thesis in our group focuses on a specific technical topic that may be of interest to other researchers in our field. The work described in such a thesis spans ten weeks from the first day in the lab to the day the thesis is handed in. | library |
https://saintnook.com/life-of-st-rita-of-cascia/ | 2024-04-23T13:27:36 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818711.23/warc/CC-MAIN-20240423130552-20240423160552-00187.warc.gz | 0.985145 | 1,239 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__85099584 | en | Rita was born in the year 1381 in the village of Roccaporena, near Cascia , Italy . Her parents, Antonio and Amata Lotti, considered her birth a very special gift from God, for Rita was born to them as they were already advancing in age.
As a young girl, Rita frequently visited the convent of the Augustinian Nuns in Cascia and dreamed of one day joining their community. Her parents, however, had promised her in marriage, according to the custom of the day, to Paolo Mancini, a good man of strong and impetuous character. Rita accepted her parents’ decision, resolved to see this as God’s will for her.
The young couple was joined in marriage and soon twin boys were born to them. Rita found herself occupied with the typical concerns of a wife, mother, and homemaker of Roccaporena, while Paolo was employed as a watchman for the town. In Cascia, as elsewhere, a great rivalry existed between two popular political factions, the Guelphs, and the Ghibellines.
As a minor official of the town, Paolo often found himself drawn into the conflict, and the strain that this caused probably accounts for the tension, which he sometimes brought into the Mancini household. By her prayer, patience, and affection, however, Rita was able to ease the stress and worry her husband experienced, but she was not able to shield him altogether from the dangers to which society exposed him.
Death of Husband and Sons
One day as Paolo was returning home from work he was ambushed and killed. The pain which this unexpected and violent death inflicted upon Rita was only compounded by the fear she felt that her two teenage sons, moved by the unwritten law of the “vendetta,” would seek to avenge their father’s death.
Rita’s only recourse was to prayer and persuasion. As it happened, the death of both boys from natural causes a short time later removed them from physical and spiritual danger. Despite her great burden she could still thank God that they had died in peace, free of the poison of murder to which hatred and revenge might have otherwise drawn them.
Now alone in the world and without family responsibilities, Rita once more turned her thoughts to the desired vocation of her youth, that of joining the Augustinian Nuns of Saint Mary Magdalene Monastery. Some of the religious of the community, however, were relatives of the members of the political faction considered responsible for Paolo’s death, and so as not to tempt the harmony of the convent, Rita’s request for admission was denied.
Fortunately, she was not to be easily dissuaded from following what she knew to be God’s plan for her. She implored her three patron saints — John the Baptist, Augustine, and Nicholas of Tolentino to assist her, and she set about the task of establishing peace between the hostile parties of Cascia with such success that her entry into the monastery was assured.
The Gift of the Thorn
At the age of thirty-six, Rita pledged to follow the ancient Rule of Saint Augustine. For the next forty years she gave herself wholeheartedly to prayer and works of charity, striving especially to preserve peace and harmony among the citizens of Cascia.
With a pure love she wanted more and more to be intimately joined to the redemptive suffering of Jesus, and this desire of hers was satisfied in an extraordinary way. One day when she was about sixty years of age, she was meditating before an image of Christ crucified, as she was long accustomed to doing. Suddenly a small wound appeared on her forehead, as though a thorn from the crown that encircled Christ’s head had loosed itself and penetrated her own flesh.
For the next fifteen years she bore this external sign of stigmatization and union with the Lord. In spite of the pain she constantly experienced, she offered herself courageously for the physical and spiritual well being of others.
During the last four years of her life Rita was confined to bed and was able to eat so little that she was practically sustained on the Eucharist alone. She was, nevertheless, an inspiration to her sisters in religion and to all who came to visit her, by her patience and joyful disposition despite her great suffering.
One of those who visited her some few months before her death — a relative from her hometown of Roccaporena — was privileged to witness firsthand the extraordinary things wrought by Rita’s requests. When asked whether she had any special desires, Rita asked only that a rose from the garden of her parents’ home be brought to her.
It was a small favor to ask, but quite an impossible one to grant in the month of January! Nevertheless, on returning home the woman discovered, to her amazement, a single brightly-colored blossom on the bush where the nun said it would be. Picking it, she returned immediately to the monastery and presented it to Rita who gave thanks to God for this sign of love.
Thus, the saint of the thorn became the saint of the rose, and she whose impossible requests were granted her became the advocate of all those whose own requests seem impossible as well. As she breathed her last, Rita’s final words to the sisters who gathered around her were, “Remain in the holy love of Jesus. Remain in obedience to the holy Roman Church. Remain in peace and fraternal charity.”
Having faithfully and lovingly responded to God’s many invitations to her in the course of her seventy-six years, Rita returned to God in peace on May 22, 1457.
Her body, which has remained incorrupt over the centuries, is venerated today in the shrine of Cascia, which bears her name. Her feast is observed on the anniversary of her death, 22 May. | library |
https://www.drnicklazaris.com/resources/ | 2018-02-23T02:41:02 | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814311.76/warc/CC-MAIN-20180223015726-20180223035726-00350.warc.gz | 0.933774 | 307 | CC-MAIN-2018-09 | webtext-fineweb__CC-MAIN-2018-09__0__9349503 | en | Here you can find Resources to help you perform fearlessly, create outrageously and live more boldly. It contains audio interviews, video presentations, quotes and slideshows.
To access these resources, click on the Title to learn more.
In this 1-Sheet, you will discover a powerful skill for your ‘Anxiety Toolbox’ to help you reduce anxiety and stress through the practice of Focused Breathing.
In this 1-Sheet, the skill of Mental Rehearsal is presented in 6 powerful steps to help you perform without anxiety and at your personal best.
Learn to move from Passive to Assertive while communicating in a direct, honest and open way with others.
In this interview, I share with you the 1) how to identify the underlying causes of panic and anxiety; 2) the keys to developing more effective bodily responses to stress/anxiety and; 3) the secrets of powerful thought responses to stress.
In this interview, I share with you the 6 Symptoms of Burnout, the Personality Type most likely to experience burnout and how you can Learn to Reduce Stress in order to work more effectively from your home or office.
In this presentation, presented at California Southern University, you will learn to develop the “Mindset of a Champion” and apply specific principles and skills used by successful business people, world-class athletes and performing artists at the tops of their games in order to take charge of your life and achieve optimal performance and success. | library |
https://www.anewdawn.in/life-of-sri-aurobindo | 2024-02-27T09:43:46 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00871.warc.gz | 0.973633 | 954 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__195965119 | en | A Short Biography
We do not belong to the past dawns, but to the noons of the future.
- Sri Aurobindo
Sri Aurobindo, freedom fighter, writer, poet and yogi, envisioned and strove for a divine life on earth and spent the greater part of his life in Puducherry absorbed in this work.
Born on 15 August 1872 in Kolkata, India, Aravinda Ghose (as Sri Aurobindo was known until late 1926) was sent to England for his education when he was seven. In the course of a brilliant career at St. Paul’s School in London, and then at King’s College, Cambridge, he mastered not only English but also Greek, Latin and French, and became familiar with German, Italian and Spanish. He had already begun writing poetry at an early age. During his fourteen years in England, he gained a deep insight into the culture of ancient, mediaeval and modern Europe.
In 1893, at the age of twenty-one, Sri Aurobindo returned to India with a completely occidental education, but the moment he set foot on Indian soil, Mother India welcomed him with a unique spiritual experience. A vast calm descended upon him and remained with him for months afterwards. Sri Aurobindo now turned his attention towards the wisdom and truth of the Orient, learning Sanskrit and several modern Indian languages, and assimilated the spirit of Indian civilisation. The fourteen years he spent in what is now Vadodara in the administrative and educational service of the erstwhile Baroda State were years of self-culture and literary activity. A great part of the last years of this period was also spent, while on leave, in silent political activity.
In 1906, when he was thirty-four, Sri Aurobindo moved to Kolkata as Principal of the newly established Bengal National College but resigned soon after to participate openly in India’s struggle for freedom. He became a leader of the Nationalist Party, and his editorials in the daily Bande Mataram at once made him an all-India figure. In less than four years he revolutionised the moderate and ineffectual stand of the Congress Party, fixed in the national consciousness the goal of complete independence, and gave a new direction to the freedom movement. ‘Although he was on the high skies only for a time,’ observes Dr. Pattabhi Sitaramayya, the celebrated historian of the Indian National Congress, ‘he flooded the land from Cape to Mount with the effulgence of his light.’
The one-year detention, from 1908 to 1909, imposed on him by the British Government proved to be of immense significance. It was during this period that he underwent a series of decisive spiritual experiences which established the course of his future work. In 1910, assured of the ultimate success of the freedom movement and in answer to a command from Above, Sri Aurobindo withdrew from political activities, for it was now his rule to move only as he was moved by the Divine guidance. He eventually sailed for what was then Pondicherry, today’s Puducherry, to devote himself entirely to his spiritual mission.
In 1914, after four years of silent Yoga, he started the philosophical monthly Arya, through which he revealed his new message for humanity: man’s divine destiny, the theme later expanded in his book, The Life Divine. Among his other works, The Synthesis of Yoga looks at the path to its realisation, while The Human Cycle takes up the progress of human society towards a divine future. The realisation of the oneness of humankind is the subject of The Ideal of Human Unity, and the inner meaning and significance of Indian spirituality and civilisation are revealed in The Foundations of Indian Culture, The Secret of the Veda, The Upanishads, and Essays on the Gita. The Future Poetry considers the nature and evolution of poetry. His supreme work in poetry, Savitri - A Legend and a Symbol, is an epic of nearly 24,000 lines in blank verse, in which he takes a small episode from the Mahabharata and turns it into a symbol of the human soul’s spiritual quest and destiny.
In the midst of all this work, he also kept a close watch on all that was happening in India and the world, actively intervening, but with a silent spiritual force and action, whenever necessary. Sri Aurobindo left his body in 1950, but his vision and ideals, relevant for all time, continue to attract people from all over the world. | library |
http://tougenkyou.xoo.it/t73-PDF-Disavowed-Refined-In-The-Fire-Of-Divorce.htm | 2018-12-10T05:57:30 | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823318.33/warc/CC-MAIN-20181210055518-20181210081018-00530.warc.gz | 0.791959 | 198 | CC-MAIN-2018-51 | webtext-fineweb__CC-MAIN-2018-51__0__121069636 | en | Inscrit le: 12 Mai 2016
|Posté le: Lun 26 Juin - 11:10 (2017) Sujet du message: [PDF] Disavowed: Refined In The Fire Of Divorce
Divorce is an isolated, lonely, soul-stripping kind of death. Disavowed is a raw, provocative look at that process. Written by a former military wife, Disavowed shows the implosion of her marriage, and the road to rebuilding damaged self-worth by harnessing the power of grit, resilience, and faith.
An unflinching postmortem on issues of inappropriate boundaries, in-laws, betrayal, rejection, and childlessness, Disavowed reveals a burgeoning strength that develops in the struggle to redefine one’s identity in divorce.
The take away message is this: “You are valuable, and your life is worth fighting for.”
bound: 52 pages
filesize: 408 KB | library |
https://events.bc.edu/event/us_book_launch_of_redress_irelands_institutions_and_transitional_justice_university_college_dublin_press | 2023-12-04T12:29:37 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100529.8/warc/CC-MAIN-20231204115419-20231204145419-00409.warc.gz | 0.941487 | 223 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__247180450 | en | US Book Launch of REDRESS, Ireland's Institutions and Transitional Justice, University College Dublin Press
REDRESS: Ireland’s Institutions and Transitional Justice explores the ways in which Ireland – North and South – treats those who suffered in Magdalene Laundries, Mother and Baby Homes, County Homes, industrial and reformatory schools, and Ireland’s closed and secretive adoption system over the last one hundred years.
How will Ireland redress its legacy of institutional abuse and forced adoption? What constitutes justice? How might democracy evolve if the survivors’ experiences and expertise were allowed to lead the response to a century of gender and family separation-based abuses? These are the questions to which this collection of essays seeks answers. The publication has its origins in the ILA Major-Grant-Award-funded Towards Transitional Justice conference, which took place on the BC campus in November 2018.
Tuesday, September 6, 2022 at 4:30pm to 6:30pm
Boston College, 153-189 College Road, Chestnut Hill, MA, 02467, USA | library |
https://giitgwl.in/about-us/introduction | 2023-12-08T06:12:06 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100724.48/warc/CC-MAIN-20231208045320-20231208075320-00496.warc.gz | 0.953052 | 265 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__78834930 | en | Mahatma Dhule Education Society has established a chain of Institutions and in this chain the Gwalior Institute of Information Technology, popularly known as GIIT established in Gwalior city is a part of GEC Group of Colleges.
Apart from various welfare schemes for the benefit of the people, the society plans to provide technical manpower for the national prosperity and improve the quality of life of the people through technological empowerment.
The GIIT has been established with the object of providing high quality Technical Education in the pollution free natural environment. It has been planned for overall development of the students; with all modern facilities of Infrastructure, Laboratories, Workshop, Computer Center, Library, Audio-Visual teaching-aids, Games & Sports facilities and other recreational facilities.
Members of the Executive Management Team of the College have a wide range of skills and experience in the fields of education and training and are actively involved in their respective professional associations, maintaining links with their colleagues to advance the interests of the students and faculty members. The college library has 12576 books and 148 journals. DELNET membership also is there so that students & staff can make full utilization of digital library network. A spacious Reading Room with Reference Books and Journals has been provided.
Copyright © GIIT Gwalior
Designed by Withs Technosolutions | library |
https://icucourses.com/pages/001-a01-life-and-times | 2023-12-05T01:28:00 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100540.62/warc/CC-MAIN-20231205010358-20231205040358-00404.warc.gz | 0.987949 | 7,857 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__35963666 | en | Life and Times
Saint Thomas Aquinas lived in the thirteenth century, a tumultuous century filled with intellectual, ecclesiastical, and military conflicts. He lived from 1225 to 1274. I intend first to give a sketch of his life and his times and then to go on and look at his thought as recorded for us in an enormous number of volumes. We have sufficient information about Thomas's life to get a vivid picture of the kind of man he was and where and how he lived his life. He was born in a little town called Rocca Secca (dry rock). If you were to come down the old Roman road from Rome to Naples you would have seen then as you see now, high on a mountain, the magnificent white tile of the monastery of Monte Cassino which figured in Thomas's life. If you went west from about that point, you would come within twenty kilometers to a town, Rocca Secca. This is a modern town, and if you stop you are really not in Thomas's native city. If you turned and looked to the north there would be a small mountain, and you would see another town half way up that mountain. You might think, there is the town, that's the old town where Thomas lived. You would have to go up to the top of that mountain, and if you did you would see the ruins of the castle in which Thomas Aquinas was born and in which he lived the first five years of his life.
At the age of five he was taken to the monastery of Monte Cassino to begin his education. He stayed at Monte Cassino until about the age of fourteen, and then, as was to happen later, notably during the second World War, military conflict broke out in the vicinity. It was not considered safe for him to remain there, so he was sent down to the new University of Naples, which had been founded by Frederick II, the emperor, who was usually in conflict with the Pope. Thomas's brothers, military men, were on the side of the Emperor against the Pope. It's very confusing for us in many respects now to look back and think of the Pope as a secular as well as a spiritual ruler, a man with armies and a man who sent his troops into combat. It's a little difficult nowadays to think of the Swiss Guard going into combat any place.
At the University of Naples Thomas met members of a new religious order, one that had been founded by Saint Dominic, a Spaniard, a so called Order of Preachers, but more familiarly known as Dominicans, or in the LatinDominicanes. And that was sometimes broken up into two words, Domini and canes, Dogs of the Lord. They were a mendicant order like the Franciscans who had been founded about the same time. Thomas's family was appalled when at the age of nineteen he joined the Dominican Order.
He then started north with a band of his fellow friars in order to continue his education at Cologne and in Paris. But his family was so irate about his joining this ragtag bunch of Dogs of the Lord that they took him into custody, and for a year he was under house arrest by his family, who were trying to persuade him not that he shouldn't have a religious vocation but that if he was going to have one he should go to Monte Cassino. An uncle of his had been Abbot of Monte Cassino. No doubt the family thought that some such elevation as that lay ahead for Thomas. But Thomas was adamant in his Dominican vocation. After an episode in which his brothers put him to the ultimate test and introduced a woman of easy virtue into his room, and he drove her out, they decided, I suppose, that he was serious, and they let him go.
He rejoined the Dominican Friars and went north, perhaps first to Paris. We're not sure of this. But we do know that he was at Cologne studying with the great German Dominican, Albert the Great. It was there that Thomas's knowledge of Aristotle, which had begun at Monte Cassino and then expanded enormously at Naples, was consolidated. Albert was one of the great students of Aristotle in the thirteenth century. Indeed, he wrote a paraphrase of the whole Aristotelean opus.
After Cologne Thomas went to the University of Paris, and there he began and completed his work for the Master's of Theology. After that he was given one of the Regent Professorships that the Dominicans held at Paris -- they had two. Thomas would have taught at the Convent of Saint James, the Dominican convent named for the street on which it stood, the road of Saint James leading to Saint James of Compostela, a great pilgrimage route in the Middle Ages. Thomas would have lectured in the convents; students would have come to him. As you will see, the University of Paris was not an enormous number of buildings put up just for that purpose, but existed in such places as the Dominican convent and the cathedral school at Notre Dame and so forth.
After a three-year stint as a professor at the University of Paris, Thomas was sent by his order back to Italy, and there is a nine- or ten-year period during which we find him at various places in Italy, in Orvieto for example, and in Viterbo. Finally, at the end of the ten years he is teaching at Santa Sabina in Rome, the great Dominican house, which of course is still there. It's sometimes thought that he was a member of the Papal Force. The popes were out of Rome because of the military situation and were in semi-exile in Orvieto and Viterbo, little towns north of Rome. Thomas did indeed become quite friendly with Pope Urban IV, but it doesn't seem to be the case that he was actually a member of the Papal Curia.
At the end of those ten years, this Italian interlude, Thomas was teaching at the Dominican house of Santa Sabina in Rome, and from there he was called back to Paris in an unusual assignment, a second three-year stint, as a Regent Professor of Theology at the University of Paris. For reasons that we will see this was a very intellectually tumultuous time, and it's doubtless the case that he was brought back there in order to confront difficulties that had arisen because of the influx of the writings of Aristotle in Latin translation. He taught for three more years and then, in 1272, he returned to Italy and to Naples. It was when he was on a trip from Naples to the Council at Lyon, a council had been called there, that Thomas fell ill. He stayed first with a niece, and then he was moved to the Cistercian Abbey at Fossanova. It is there, on March 7, 1274, that he died.
The role that Monte Cassino played early in Thomas's life leads us to the larger question of what medieval education consisted of. Thomas happens to have existed or lived at a time when a traditional medieval understanding ofeducation was suddenly disrupted by the introduction of the new learning to which I've already referred. The traditional medieval view dated from the Dark Ages, from the time of a man called Cassiodorus. Though a layman, he founded a monastery in Italy called Vivarium and there wrote an Institutiones, or a constitution for those Monks, in which he laid out the relationship between secular learning on the one hand and sacred learning on the other.
Secular learning was summed up, for Cassiodorus, in the seven liberal arts. Those arts were divided into a trivium and a quadrivium, a threefold way and a fourfold way. The parts of the trivium were grammar, rhetoric and logic. And those of the quadrivium, the fourfold way, were arithmetic, geometry, astronomy and music. Fourfold way and threefold way -- ways to what? Ways to wisdom. And where is wisdom to be found? In Sacred Scripture. So the arts were intended to be studied as a propaedeudic to the study of Scripture. This was, we might say, an establishment of a modus vivendibetween secular learning and sacred learning that was to last well into the twelfth century.
What can we acquire by means of our own natural capacities? Even the pagans had discovered that the liberal arts were studied in terms of certain authors, authority, so that Prician and Donatus, for example, would be the authors to study for grammar. Aristotle was the author studied for logic, Cicero for rhetoric, and so on. In the Dark Ages, when this was beginning, monasteries like Monte Cassino looked like fortifications, and they were placed so that they could be seen from a long distance, but they could also look out and see if any trouble were coming. In these very uneasy times monasteries were the custodian of such fragments of classical learning as had been shored against the ruin of the Roman Empire and the demise of the Roman system of education, which had of course spread across Europe, but with the Barbarian invasion had collapsed and disappeared. In the Dark Ages the monasteries were getting a recovery of that learning. What is noteworthy is that classical learning, secular learning, is seen in terms of a complementarity with Sacred Scripture, with the truths that had been revealed to us by God in the Bible. This twofold layer, we can surmise, is precisely what Thomas would have been introduced to as a young boy at Monte Cassino, the three R's.
The trivium gives us, by derivation of the word, "trivial", as we might say "ABC". These were the most elementary first steps of education, but they led on to the arts of the quadrivium and ultimately to the study of the Bible. The education that Thomas was introduced to at Monte Cassino, I'm suggesting, was the traditional medieval understanding of the relationship between secular learning and sacred learning. So he would have been instructed in the arts. These are fragments of classical thought. If we look back at the writings of Plato and Aristotle, we see arts that function so prominently through the early Middle Ages to be a very slender sample of what had been achieved in the classical Greek period. From the Dark Ages on medievalists could not look at all the writings of Plato and all the writings of Aristotle: one, they weren't just sitting on shelves, and two, they would have been in Greek.
Boethius, a contemporary of Cassiodorus, had set out to translate into Latin all of the writings of Aristotle and all the writings of Plato. This tells us something. This tells us that knowledge of Greek, which was the common language, is fading away, and if the achievement of Greece is to be passed on and understood in Europe it has to be put into the language dominant in Europe, that is Latin.
Now this project of Boethius would have been enormous under any circumstances. He was a busy politician as well as a scholar. And as it happens he did not complete very much at all, a few works of Aristotle, so that from the fifth and sixth century on through the twelfth, the name Aristotle would have been linked to a logical work such as theCategories, or the logical work On Interpretation. And that would be it. And as far as Plato went, little or nothing was known of Plato directly. There was a partial translation of the dialog of Plato's called the Timaeus, probably the least difficult dialog of Plato. But that would have been Plato. Of course through the Church Fathers Greek and Latin knowledge of ancient philosophy was gotten indirectly. Book eight for example of Saint Augustine's City of God is devoted to a sketch of philosophy.
When we talk about books we should remind ourselves that we are talking about manuscripts, that is handwritten documents, so that if a book were to be had someone was going to have to sit down and copy it out word for word. One of the things that was done in monasteries, in a room called the scriptorium, was copying manuscripts so that these could be traded with other places for works that one did not have. So you would get a gradual building up of the library holdings of a monastery by copying, trading and so forth. You can imagine the possibilities for mistakes in that kind of copying. We don't do this sort of thing any more, but if you ever did sit down and copy out something by hand you would probably find that you had skipped a sentence or that you had misspelled a word or made one kind of mistake or another. If you think of this as being copied and being copied and being copied and copied and so forth, you can see that over centuries you could get a very flawed document that professed to be, say, the Categories of Aristotle, or On Interpretation of Aristotle.
It's not until the invention of printing that we get anything like copies which are identical with the type set by the printer. But in this older fashion of disseminating learning there were mistakes and variations in manuscripts, which has led toa great scholarly task in modern times where a scholar will gather together all of the existing extant copies of a particular work and compare them and try to see which of them derives from which, if that's possible. Often the scholar will end up with six or seven or more copies of the work which don't seem to be derivative from one another. He then has to establish a critical edition: that is, what is the best reading of this work, choosing among the variations in the copies that he has. When we read Aristotle, we do it in English translation; it's done from a Greek text which was established in just this way. But there are gaps of centuries between, say, the lives of Plato and Aristotle and the oldest Greek manuscript of their work.
In the early Middle Ages the knowledge of Greek all but faded away. Boethius was competent in both languages anddid, in part at least, achieve what he undertook in translating Aristotle into Latin. Boethius also wrote an arithmetic and a work on music, and these function in the arts of the quadrivium in medieval education. My point is that there is something very conservative and traditional about medieval education from the beginning. It's as if one is looking back to a golden age and is trying to retrieve it to a degree that this is possible given the difficulties that I've already mentioned. All of this is seen in the schema that we find in the Institutions of Cassiodorus: all of this learning, this secular learning, is seen as subservient to the understanding of Scripture and of course in the monastery to the liturgical path.
Those monks who devoted their lives to the chanting of the Hours and the Liturgy of the Mass in the abbey chapel would of course have to be learned to be able to understand and appreciate these prayers that they were offering up. By and large, as you may know, the Psalms make up the Hours of the Office, as it was called, the Opus Dei, the work of God, that was the principle prayer life of the monk. The education in the monastery was aimed at the formation of these choir monks. But a few children of the nobles such as Thomas Aquinas would be admitted into a monastic school and would live a religious life while they were there, but need not be seen as candidates for membership in the order .
So the education of Thomas at Monte Cassino, we can surmise, is pretty much the same thing that had been going on from the Dark Ages, from the sixth century, in Cassiodorus. There were of course variations from school to school in terms of which of the arts was emphasized as opposed to the others, and grammar became what we would call literary criticism, so that the Latin classics would be read under the heading of grammar. It wasn't just syntax and vocabulary, but it was a matter of textual interpretation of great works of literature as well.
When Thomas went to Naples he came into a university situation where all of that was now beginning to crumble. The reason for the loss of the hegemony of the liberal arts was the arrival in Latin translation towards the end of the twelfth century and in the thirteenth century of treatises of Aristotle. These were accompanied by Arabic commentaries by men who were known as Averroes and Avicenna, and this was terribly important as we will see. If you look at some of these early texts you will see a page, and Aristotle's text will be in the middle, and then the commentary will bracket it, so that to read Aristotle originally was to read him through the lens of various commentaries.
This was an extremely important development that Thomas had to confront in his own life. But what we have to see is the excitement that was generated by the arrival of this vast new library of books -- books like the Politics of Aristotle, the Ethics of Aristotle, the Metaphysics of Aristotle, On the Soul of Aristotle. We can imagine someone saying: "Where does this fit in our schema of secular learning, the seven liberal arts?" It doesn't. There had to be a rethinking of the soul, a recognition of the soul of secular learning as represented chiefly by Aristotle and by these Arabic commentators on Aristotle. There was no way in which that could be fused into the seven liberal arts. So the conflict of secular learning, of philosophy, we might say, is remarkably expanded. And Thomas at Naples, where some of the translation was going on and many of these newly translated texts were coming into use, would have become aware of this expansion of the horizon of secular learning, and it was to characterize his art.
I mentioned that when Thomas went north to study with Saint Albert in Cologne he consolidated his knowledge of Aristotle. We can see that in monastic education he would have become acquainted with some logical writings of Aristotle. When he goes to Naples these other treatises of Aristotle are suddenly on the table and causing, as you can imagine, great intellectual excitement. When he goes to Cologne he is working with a great Dominican educator who paraphrased the whole of Aristotle -- in Latin of course -- and assimilated it in that way. At Cologne Thomas was the assistant of Albert the Great. Albert commented there on the Nicomachean Ethics of Aristotle, and the edition that we have of Albert's commentary is said to be the work of his assistant Thomas Aquinas, that is the editing of it. He was later to write his own commentary on the Ethics, and it's interesting to compare that of Albert that he edited and his own later commentary.
When we talk about the transition from liberal arts tradition to the university it is better to think of it in terms of the University of Paris rather than of Naples. Paris was the place where Thomas was ultimately educated and where he taught, as I've mentioned, for six years, two three-year stints, as a Regent Professor in the Dominican house in Paris. The twelfth century is said to have had the great misfortune of being followed by the thirteenth century, which pretty well eclipsed it for a long time in the eyes of scholars. This has been remedied in more recent years, and the liveliness and excitement, intellectual excitement, of the twelfth century is being more and more realized. When we think of a century that begins with Saint Anselm and take it through Abelard, Hugh of Saint Victor, and John of Salisbury, and so forth, we realize that these are men who, if they didn't have to compete with such giants of the thirteenth century as Bonaventure and Thomas and Scotus and later Ockham, would have loomed larger than they do.
John of Salisbury is an interesting case. He was an Englishman who came to Paris to study in the twelfth century. Already Paris was a magnet drawing people interested in learning. They had monastic schools, the Convent of Saint Victor, home of the Augustinian Monks of Saint Victor, the order that eventually Martin Luther would belong to. They had a house in Paris and great scholars there who drew students from all over. It was on the left bank in the so called Latin Quarter, because Latin was the language of these scholars who were coming in from all kinds of countries, and the teaching and learning was done in this common language rather than in the vernacular.
There was also the cathedral school at Notre Dame. When towns began to form and when life settled down to some degree, learning shifted to the city, around the seat or the chair of the bishop, his cathedra, his cathedral church. What we had here was a reprise of liberal arts education and the study of Scripture. The cathedral school aimed at training priests for that bishop. In Paris in the twelfth century there was the cathedral school at Notre Dame on the island in the Seine, and then on the left bank you had these monastic schools. You had on the bridges of Paris little shops where people taught logic. I suppose you just leaned over the counter and took a course in logic from someone in this way. It was a very exciting time. John of Salisbury has provided us with an account of what it was like to be a student in Paris in the twelfth century, and it was indeed very exciting.
What happens as we move into the thirteenth century is that, as an organic development out of cathedral and monastic education, the university arises. The university is first of all a corporation. It's not a campus, although it was on the left bank basically. It's not a lot of buildings, it is a corporation of the masters and students of Paris. Students were seen as apprentices who would go through a more and more specified set of years of training and reach a point when they would be themselves recognized as masters of the craft. This is the origin of the university as a kind of training ground for future masters.
Now, as I've already mentioned, the hegemony of the liberal arts is disturbed by the arrival of this new learning. And the university from its very inception, from the very reception of its charter from the pope at the beginning of the thirteenth century, is a cockpit of conflict and argument as to the relationship between this new learning, Aristotle, in effect, on the one hand, and the Christian faith on the other. The liberal arts tradition had, as I mentioned, established the modus vivendi between reason and faith, between secular learning and sacred learning. All that was now exploded by the arrival of all of these new treatises and commentaries, new ideas, new suggestions as to the analysis of physical objects and the nature of the cosmos, the destiny of man, where did it all come from, and so forth.
Here you had in philosophical works by pagan authors answers to these questions that in the liberal art tradition wouldhave been put off to the study of the Bible. You would look for answers to those big questions in Scripture. Now you had, as it were, a rival teaching on these big questions, what is a human being, what is right, what is wrong, what is the purpose of human life, is death the end for a human being, how did the cosmos get here, and so forth. In theMetaphysics of Aristotle and the Physics of Aristotle and his various cosmological works you have these things discussed. And it looks as if they are rival to the views derived previously from Scripture.
So too with respect to morality. The Nicomachean Ethics, one of the first of Aristotle's books to be translated into Latin, available already in the last quarter of the twelfth century, is addressing the question of what is the purpose of human life. In the light of that purpose how do we appraise actions as good or bad? Is this something that is compatible with the Christian view of life? Are Aristotle's statements about the cosmos and the first cause of the cosmos compatible with the teachings derived from Sacred Scripture?
Of course everyone in the educational system was a clerk, was a cleric, had at least tonsure setting him off from the laity. This was one of the functions of the incorporating of the masters and students of Paris. It gave them a legal status. They were no longer to be treated simply as citizens in Paris, but they were students of the university, and you have the beginning of town-gown disputes, some of them quite bloody in the twelfth century when students went out, as students of course no longer do, to get drunk and to run up bills in taverns and get into fights. If they were students they could not be arrested by the civil authorities. They would be taken into custody and be judged by members of the university. So that corporation was a very important step for the status of the member of the university. But the more interesting thing is this intellectual conflict between, on the one hand, the Christian understanding of what life is all about and, on the other hand, this new and surprising philosophical teaching on such matters.
From the very beginning there is a wariness about it. These translations were made in Toledo in Spain as well as in other centers and then came into the centers of learning of the West. We have a translation of Averroes' commentary on the De Anima that was made at Toledo, and in the preface to it we realize that there were Jewish scholars and Muslim scholars and Christians in a team, in a translating team, and it looks as if they translated first of all into the vernacular Spanish and then into Latin. And those were the texts that entered into the educational system.
Of course the Arabs had already translated Aristotle into Arabic. So the translation was initially not from the Greek but from Arabic to perhaps vernacular Spanish then into Latin. Almost immediately after that kind of translation had begun translations were made from the original Greek texts that had survived, so they get sometimes rival translations of the same work of Aristotle. It's exciting when we look at these centers and the effort that went into producing these translations and the eagerness with which people sought to get hold of copies of them. That kind of excitement I think is very good.
Deriving from this was problem that I mentioned: how does this comport with what we believe? All of these people were clerics, all Christian believers, so this isn't some alien sort of problem that is being visited upon them, it is a problem that would have surged up in them themselves. There were restrictions at Paris in reading Aristotle, and often this is misunderstood to mean that you couldn't have a copy of Aristotle and you couldn't in the privacy of your own home, in a plain brown wrapper, say, read the Metaphysics of Aristotle. Instead, what this means is that you could not base a course, a lecture course, on the writings of Aristotle.
That prohibition was lifted. But it tells us of the concern of scholars as to the compatibility of the new learning of writings of Aristotle in all their amplitude on the one hand, and Christian learning. You might say that this is the central issue in the thirteenth century. How do we find a new modus vivendi between this expanded front of secular learning, philosophy, now, in all its amplitude? How do we decide what the relationship is between that on the one hand and Christian faith and the interpretation of that faith over the centuries that had become traditional? The central issue then that arose in the thirteenth century because of the arrival of this new learning was how does it compare with what believers believe. As I say, all the masters and students were Christian believers, so that this was their problem not somebody else's problem. They addressed it in somewhat different ways. Some felt that there was clear conflict between teachings of Aristotle and the Christian faith and consequently it was a waste of time to mull over what he had to say.
The place within the university in which the new learning, Aristotle, would have been studied and lectured on would have been the arts school. Now I mentioned that when Thomas was bound to the University of Naples he was fourteen years old. People entered the university at that age and they worked towards a Master of Arts, and they did this in a faculty, a kind of entry faculty of the university called the Faculty of Arts. The very title suggests an effort to suggest continuity with the liberal arts tradition. When one received the Master of Arts he became eligible to move into one of the higher faculties. There were three: Theology, Medicine and Law. Different universities became more famous for one of these upper faculties than for others.
When we see the emergence of the University of Paris out of those twelfth-century antecedents, the monastic school and the cathedral school at Notre Dame, at the beginning of the thirteenth century, suddenly all over Europe, and with a rapidity that is astounding, universities were established. Maps have been prepared that show these dots representing universities spreading across the map of Europe and of course into England with the formation of the Universities of Oxford and then Cambridge. This thirteenth-century phenomenon spurred out, we might say, as much by this new learning as anything else.
The arena in which this confrontation with the new learning took place would have been principally the arts college. Buttheologians like Thomas Aquinas became interested in the way in which Aristotle was being viewed by some of the Masters of Arts at the University of Paris. We can summarize the difficulty that confronted people with respect to the thought of Aristotle in terms of what were called the errors of Aristotle. The first one had to do with the origin of the world. Aristotle taught that the world had always been, that it made no sense to talk about the world as coming into being, and by way of a change. That looks to be flat out contradictory to the revelation in Genesis that in the beginning God created heaven and earth. They seem to have a contradictory opposition. Either the world is eternal or it is not. Aristotle taught it was eternal. The believer holds, on the basis of the Scripture, that it isn't. Therefore Aristotle must be wrong.
Another error had to do with the immortality of the soul. Aristotle was taken by the Arabic commentators Averroes andAvicenna to be saying, when he analyzed human intellection, that this is not a material change going on, this is an immaterial or spiritual activity. On that basis he would say that this intellect or this soul that has such an intellect cannot cease to be, cannot corrupt. Now what Averroes said Aristotle was saying was not that your soul and mine will not corrupt. It's not a matter of personal immortality, but that there is a soul somewhere, an intellect that thinks through us, without which we could not think, and that is what is immortal or incorruptible. But you and I, presumably, on this understanding, would simply cease to be entirely at death, and that would be the end of it. You can see that this is totally incompatible with Christian belief. The Christian lives his life in the certainty that he will persist in existence beyond his life, and indeed the quality of that future life depends on how he comports himself here and now in this time. So he is constantly looking ahead to his destiny beyond this life. And it's a personal one. It's not just man that will survive but you and I and all other individuals. That's the Christian belief. Aristotle, on the Averroistic interpretation, is in effect denying that. One of those views has to be right and the other wrong. The believer is holding what he holds on the basis of the authority of God revealing, therefore he rejects this philosophical proposal.
Finally a third one had to do with whether or not God knows the world. Aristotle in the twelfth book of the Metaphysicsgives a description of God as thought thinking itself. The suggestion seems to be that it would be demeaning for God to be occupied with things below him. On this basis it was taken that he didn't know what was going on in the universe, didn't want to know. It would have been demeaning for God to take note of the universe. That on the one hand, and on the other the Christian belief that his eye is on the sparrow and the very hairs of our head are numbered, we are named by our own name by God, and so forth. One of these has to be wrong.
These were the problems, among many others, that were raised by the introduction of the writings of Aristotle. In the arts faculty at Paris there were bumptious Masters of Arts who wanted to maintain what is called by historians the two truth spirit. There is a lot of dispute about this, but what they clearly seem to be saying was, it is possible to hold philosophically a certain thing to be true and to hold its opposite to be true on the basis of Christian faith. So that where you had a contradictory opposition p or not p they were saying: in philosophy p is true, and in faith or the religious believer not p is true.
This brought theologians like Thomas Aquinas into the fray with great energy. Thomas has a number of polemical works directed precisely against these interpretations. He has a little work On the Eternity of the World. He has another one On the Uniqueness of Intellect, is there only one mind that thinks through us and so forth. And what we find in Thomas is not that he sees a conflict here where others have seen one. In the case of personal immortality he disputes the Averroistic interpretation of Aristotle. You see, that isn't what that text means. You can't read the text that way. Not only in the relevant chapters in the third book of De Anima but also in the totality of Aristotle's writings that interpretation of Averroes is simply wrong. Thomas, in that little work I mentioned On the Uniqueness of Intellect, gives a textual refutation of that interpretation of Aristotle.
So what emerges from this is that there isn't a problem. Aristotle wouldn't teach something in conflict with the faith. And Thomas does much the same thing with the question of God's knowledge, and argues that what Aristotle was addressing is that God does not derive his knowledge from creatures as if they were the causes or occasions of His knowledge. And of course Thomas's creation here would be, they are because God thinks of them, and so if He wasn't thinking of them they wouldn't be there. So as an interpretation of Aristotle, Thomas would not see any big conflict here.
Eternity of the world is a much trickier one. There is no doubt that Aristotle thought that the world had always been; there is no doubt that it is Christian belief that the world had a beginning in time, that time had a beginning. In the beginning God created. What Thomas suggested here was that the eternity or non-eternity of the world is undecideable on a philosophical basis, and the only way it is decided for us is on the basis of revelation. In accepting the Bible we accept that the world had a beginning in time. Thomas's view was if we didn't have that we wouldn't know one way or the other. But that doesn't seem to address the problem whether Aristotle taught that the world had a beginning in time.Thomas would say either those are probable reasons, that is there is nothing necessary about them, or if Aristotle thought these were necessary he was just wrong.
So Thomas' reading of Aristotle is a very careful one, and we can see that it's animated by the underlying assumption that there is a complementarity between the new learning and the Christian faith. There is no incompatibility between what the human mind can learn about the world and ourselves on its own and what we have been told in Scripture, what revelation tells us. These are complementary. Sometimes there seems to be a conflict, but it's an apparent conflict, if reason is being used properly, and not a real conflict. This is a kind of a charter for the role of secular learning alongside Christian faith which is a new modus vivendi. We'll be looking at it in some more detail as we go on. This is a great achievement of Thomas, and it was done in terms of a great controversy, the Latin Averroistic controversy.
Chesterton in his little book on Saint Thomas Aquinas, The Dumb Ox, zeroes in on this as the central achievement, and rightly so. Thomas Aquinas reestablished in a very tumultuous time the complementarity of faith and reason, of secular learning and of sacred learning. We are struck by the fact that a man who was functioning as a theology teacher at Paris during his second stay there from 1269 to 1272, lecturing and writing while working on the Summa Theologiaeamong other things, is writing commentaries on twelve works of Aristotle. This has to be seen as a kind of moonlighting; this wasn't part of his task as a Regent Master of Theology. But it emphasizes or brings home to us how terribly important Thomas saw this problem to be and how important it was to be sure that there was a conflict between philosophy and the faith, not to run to the conclusion that there was such a conflict.
Of course what angered him was the suggestion of these young masters in the arts faculty, the so called Latin Averroists, followers of the Averroistic interpretation on the immortality of the soul. What angered him was the impious suggestion that God would have proposed for our acceptance as true in revelation something we could know to be false, since we could know its contradictory in philosophy to be true if the Latin Averroists were right. This is a violation of the most fundamental principle of human thinking and indeed of existence, that you can't get both sides of contradiction simultaneously true. Things cannot be and not be at the same time. This is the underpinning of that logical rule. But the Latin Averroists seem to have this insouciant notion that they could hold as true their interpretation of Aristotle, which was in conflict with the faith, and hang on to the faith as well. Thomas sees this as impious because it would be suggesting that God is saying, believe this, even though you can know the opposite is true. | library |
https://search.nap.edu/html/dying-to-quit/front.html | 2021-12-04T19:57:43 | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363006.60/warc/CC-MAIN-20211204185021-20211204215021-00290.warc.gz | 0.790718 | 309 | CC-MAIN-2021-49 | webtext-fineweb__CC-MAIN-2021-49__0__77445956 | en | Why We Smoke and How We Stop
JOSEPH HENRY PRESS
JOSEPH HENRY PRESS 2101 Constitution Avenue, N.W. Washington, D.C. 20418
The Joseph Henry Press, an imprint of the National Academy Press, was created with
the goal of making books on science, technology, and health more widely available to
professionals and the public. Joseph Henry was one of the founders of the National
Academy of Sciences and a leader of early American science.
Library of Congress Cataloging-in-Publication Data
Dying to quit : why we smoke and how we stop / Janet Brigham.
Includes bibliographical references and index.
ISBN 0-309-06409-0 (alk. paper)
1. Cigarette habitPsychological aspects. 2. Cigarette habit
Prevention. 3. TobaccoPhysiological effect. I. Title.
Photographs by Harry Heleotis, New York City.
Copyright 1998 by Janet Brigham. All rights reserved.
Printed in the United States of America.
This book is dedicated
to those who are dying to quit.
[Table of Contents]
Copyright 1998 National Academy Press | library |
https://www.voicefirstlaunchpad.com/industries/education | 2022-09-27T05:26:45 | s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030334987.39/warc/CC-MAIN-20220927033539-20220927063539-00630.warc.gz | 0.944626 | 131 | CC-MAIN-2022-40 | webtext-fineweb__CC-MAIN-2022-40__0__270851292 | en | Novel Effect is a free, award-winning app that brings your books to life with music, sound effects, and character voices — custom-made to celebrate the tone of each story. As you read aloud, Novel Effect follows the sound of your voice and responds at just the right moment. Skip pages, pause to talk about the illustrations, or re-read your favorite parts and the app will keep up with you wherever you are in the book. Add an interactive, screen-free dimension to hundreds of kids books you know and love. Perfect for bedtime, in the classroom and library, or wherever story time takes you! | library |
https://www.oneoption.com/archives/option-trading-books/ | 2023-12-06T07:13:01 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100583.31/warc/CC-MAIN-20231206063543-20231206093543-00407.warc.gz | 0.922532 | 416 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__155785291 | en | There are many option trading books worthreading. Before you consider one, youshould have a basic understanding oftechnical and fundamental analysis. Ibelieve you need to be a good stock trader before you can become a good optiontrader.
Here are a few of my favorite optiontrading books in order of complexity.
Options:Essential Concepts, Third Edition by The Options Institute. The Options Institute wasformed by the various option trading exchanges to educate retail and institutionalclients. This option trading book givesan overview on the history, pricing, strategies, floor operations and MarketMaking. It is easyto read and it provides an excellent foundation.
Optionsfor the Stock Investor, by James Bittman. Thisoption trading book goes through many of the basicoption trading concepts and the terminology.James is an instructor at The Options Institute and he has decades of experience. He is one of the most knowledgeable authorsin the industry.
OptionsAs a Strategic Investment, by LawrenceMcMillan. In short, this book is known by many as the “option trading Bible”. I have read it cover-to-cover manytimes. It is detailed andcomprehensive. It explains every optiontrading strategy and every option pricing concept. If you read it and understand half of it, youwill know more than 90% of the people engaged in option trading.
McMillanon Options, Second Edition by LawrenceMcMillan. Larry is one of the foremost authoritieson option trading. In this option tradingbook he rolls up his sleeves and dives into some of his favorite option tradingstrategies. He uses examples to illustrate his approach.
OptionVolatility and Pricing: Advance Trading Strategies and Techniques, by SheldonNatenberg. This option trading book gets intoserious option trading strategies and you need to have a good understanding ofthe basics.
As I mentioned before, to be a good optiontrader, you need to be a good stock trader first. Start with basicbooks on technical and fundamental stock analysis and then work your way up. | library |
https://grindingtovalhalla.wordpress.com/2009/08/27/one-shot-scott-nicholson/ | 2017-04-25T10:43:59 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917120338.97/warc/CC-MAIN-20170423031200-00422-ip-10-145-167-34.ec2.internal.warc.gz | 0.971808 | 2,115 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__175837550 | en | One shot: Scott Nicholson
Posted by Randolph Carter on August 27, 2009
What do you do for a living?
I am a library scientist as an Associate Professor at Syracuse University’s School of Information Studies. I also run the Library Game Lab of Syracuse where we study the intersection of gaming and libraries. In the past, I have been a network administrator, a reference librarian, and a statistical modeler for Citigroup.
Would it be possible for you to give us a brief overview of your gaming background?
I’ve been gaming for over 30 years. Board games have always been my primary interest. That said, I’ve spent considerable amount of time with RPGs (lots of Call of Cthulhu, Warhammer Fantasy, Earthdawn) and livescale roleplaying with the foam-sword wielding International Fantasy Gaming Society. I’ve always had consoles from the Atari 2600 on up. I’ve done computer gaming through my Commodore 128, Amiga, and PCs, handheld gaming, and even worked for Wizards as a Netrep for The Imagination Network answering Magic: The Gathering questions. My first professional design was as a co-author on Call of Cthulhu Live, 1st edition.
As someone who collects board games, would you know how many you actually own?
Around 1000. I tend to sell games frequently; I probably sell a hundred board games a year through auctions and markets at conventions. If I try a game and don’t see a time where that would be the game I would pull out, I sell it. I’m not a collector for the sake of a collection.
If possible, list all the MMOs you’ve played extensively.
Everquest, where I focused on a Bard and juggling spells World of Warcraft, on and off from the beginning. I find that I need to have people I enjoy talking with – the game itself isn’t enough to keep me playing. I’ve played around with many of the others, but those are the only two that I would consider that I played extensively.
Can you recall that first MMO “wow!” moment?
I think it would be logging onto Everquest, running around, and realizing that all of these other people running around were controlled by other players. Back then, this was a big deal.
At your peak, how much time per week would you say you spent gaming? How about now?
This is a difficult question, as I’m doing quite a bit of work related to gaming. So, for me, I am typically spending much more time working on things related to gaming than I am actually gaming. I do the Board Games with Scott video cast, and those episodes can take 30-40 hours to do. I also host the Games in Libraries Podcast, and am a voice on the On Board Games podcast.
For my work, I’m doing presentations and workshops on gaming, as well as writing books on the topic. I taught a class via YouTube this summer where I prepared one video every day on the topic, and that created several weeks where I was working on gaming topics for 80-100 hours a week.
So, my life is so entwined with game-related experiences that it’s hard to pull it all apart.
Would you care to share an amusing and/or interesting anecdote from your gaming days?
I think the funniest things are happening now, as many folks know about Board Games with Scott. About half of the time that I travel somewhere and visit a game shop, someone knows me. This summer, I was in Utrecht at a game shop. While I was shopping, someone recognized me. We chatted for a while, and then when he left, the shop owner asked how he knew me. I explained about my show, and the shop owner looked at me like I was crazy. The next person who came in the door looked at me, and exclaimed, “It’s celebrity day! It’s Scott Nicholson!”
Because there aren’t a lot of known faces in the board game world. Having one means I get recognized a lot.
You’re a major proponent of gaming in libraries. Could you take a minute and explain what the movement is and how you got involved in it?
Just a minute? I do a full-day workshop on it. Libraries have been supporting gaming since the 1850s. The games have taken different forms over the decades, but it’s been there. Now as more people are engaged with gaming, the engagement with the libraries and gaming is growing. Many libraries host gaming events where people can play board, card, computer, or console games with each other. Games are a form of entertainment media, and as they replace books and movies as a primary form of entertainment, the libraries are fulfilling that need.
Many public libraries are community hubs and the games allow members of the community who may never interact to enjoy spending time with each other.
I got engaged with it about 3 years ago. I saw that the growing focus was on video games in libraries as “gaming in libraries” and I knew that there was a much wider variety of game types that libraries have been and could use to meet their goals. I got involved to study it as a professor, gather evidence on the phenomenon, and explore when gaming is appropriate and how it can be most effectively used as a library service.
Do you see a way that MMOs could be incorporated into this?
They already are. Some libraries are running World of Warcraft or Runescape events where they get a group of people together in a computer lab, log on at the same time, and teach a group how to play an MMO. When you have a group of players all sharing the same physical space and in-game space, social interactions go on between those players.
Another area of research exploration is understanding the information structures that support World of Warcraft. To play the game, it requires significant use of information resources and development of strong searching and other information literacy skills. By drawing connections between these skills and general information seeking skills, librarians can help players become better searchers by tapping the skills they have developed to play the game.
There also is a Libraries and Librarians Guild on Aerie Peak in World of Warcraft. This is akin to an always-running library conference, where players in the guild chat about real-world events in librarianship while grinding away.
While Second Life is not an MMORPG in the same sense as WoW, there is a significant library presence there. At the Info Island, there is most likely at least one reference librarian always on. Anyone needing help can visit the Second Life Alliance Library space and get assistance with information.
Are you at all concerned that board gaming may become a thing of the past due to the popularity of video games especially with our younger gamers?
Concerned? Not really. Board Games are a form of entertainment media. They provide face-to-face interaction, and that is the element that is missing in video games. Many folks who stare at a screen all day like to play an analog game to get back to these in-person social connections.
I see analog and digital games merging through surface computing. These tables would allow people to enjoy the face-to-face experience with the convenience of a digital game. But I like fiddling with my bits (during games), so I’ll miss that!
You’ve recently created your own board game entitled Tulipmania 1637. Would you mind explaining what the game is about?
Tulipmania was the first well-known bubble market. It happened in the Netherlands in the 1600’s and almost completely ruined the Dutch economy. I learned about it at the Tulip museum in Amsterdam, and thought.. “Hey, that should be a game!”. I like economic games, and so set to designing a game. When I hit a design quandary, I did research on what really happens in a bubble stock market as to provide a realistic view on this phenomenon.
How difficult of a process was it for you in creating the game and then finding a publisher?
Oh, it was very easy to create a bad game. Making it into a good game was the tough process. What really helped was a convention I attended with many strong boardgamers who were willing to be honest about my game. Too many people playtest only with family, friends, or their local group and don’t get the quantity of feedback from objective experienced gamers needed to improve the game. Every night, I printed a new board and new cards. During this event, a publisher saw the game and decided to take a copy with him.
You wake up to a world where you are the head of a company developing an MMO. You have unlimited funds and resources available to you. Please describe the kind of game you would make.
I would create a game that combines the gameplay of an MMO with the resources available through digital library services in a steampunk modern world. During the play of the game, players would be required to learn various tools to do research in real resources. As they play, they would become much stronger at searching, recognizing untrustworthy information resources, and generally improve their information literacy skills. Perhaps I’d call it “Beyond Google” as a key lesson to teach is that Google is not the place where people should finish their searching.
At least, that’s the library science professor in me, as part of that funding could then fund my Library Game Lab for a very long time.
Is there anything else you’d like to share with this gamer audience?
Reach out to your local library and volunteer to help with their gaming programs (or start one)! Many libraries are interested, but don’t have the gaming expertise needed to do it well. As you know, you can make a lot of mistakes in selecting games, and you can help libraries avoid those mistakes.
To learn more, check out my free Gaming in Libraries course.
Are you a researcher? I’ve got all of my game-related publications at the Library Game Lab of Syracuse. | library |
http://penticon.org/software.php?product_id=24 | 2020-03-30T12:29:36 | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370497042.33/warc/CC-MAIN-20200330120036-20200330150036-00218.warc.gz | 0.895935 | 111 | CC-MAIN-2020-16 | webtext-fineweb__CC-MAIN-2020-16__0__197423659 | en | Hebrew Lite (Palm OS 4.x) is intended for people who want "read-only" Hebrew on their Palm powered device, and it includes free registration for Luach - the Integrated Jewish Calendar. This version is intended for devices running Palm OS 4.x and lower.
Hebrew Lite is perfect for use with the Luach and Omer applications and for reading Hebrew Doc files. You can download Hebrew Lite and use if for 30 days before you need to register. For additional information, and installation instructions see the Hebrew Lite web page | library |
http://artcollection.usj.edu/ | 2018-05-28T01:27:09 | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794870604.65/warc/CC-MAIN-20180528004814-20180528024814-00281.warc.gz | 0.847354 | 128 | CC-MAIN-2018-22 | webtext-fineweb__CC-MAIN-2018-22__0__92558278 | en | Welcome to the ART GALLERY's online collections database
The Art Gallery's Collections Database makes the collection more excessible for students, scholars, and the general public. As our mission indicates we seek to "inspire, instruct, challenge, encourage inquiry, and promote scholarship." We hope that by making it easier for everyone to access our collection we move closer to our goal. Any questions regarding objects included in the online database can be addresse to the Collections Manager at [email protected].
Please use the menu items at the left to begin browsing the collection.
Last updated: 9/19/2012 | library |
http://bio-ontologies-book.org/ | 2017-11-22T16:43:07 | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806615.74/warc/CC-MAIN-20171122160645-20171122180645-00006.warc.gz | 0.901362 | 481 | CC-MAIN-2017-47 | webtext-fineweb__CC-MAIN-2017-47__0__65673291 | en | In recent years the biological sciences have generated very large, complex data sets whose management, analysis and sharing have created unprecedented challenges. The development of ontologies, originally driven by the invention of the semantic web, has been critical in handling this data and permitting interoperability between databases and between applications. The book emphasizes computational and algorithmic issues surrounding bio-ontologies, and additionally offers a number of exercises and tutorials designed to help readers use software such as Protege and applications designed especially for OBO ontologies, including the Ontologizer, which was developed by the authors. The book provides readers with the foundation to use ontologies as a starting point for new bioinformatics research projects or to support current molecular genetics research projects. By supplying a self-contained introduction to OBO ontologies and the Semantic Web, it bridges the gap between both fields and helps readers see what each can contribute to the analysis and understanding of biomedical data.
The first part of the book defines ontology and bio-ontologies. It also explains the importance of mathematical logic for understanding concepts of inference in bio-ontologies, discusses the probability and statistics topics necessary for understanding ontology algorithms, and describes ontology languages, including OBO (the preeminent language for bio-ontologies), RDF, RDFS, and OWL (the languages of the Semantic Web).
The second part covers significant bio-ontologies and their applications. The book presents the Gene Ontology; upper-level ontologies, such as the Basic Formal Ontology and the Relation Ontology; and current bio-ontologies, including several anatomy ontologies, Chemical Entities of Biological Interest, Sequence Ontology, Mammalian Phenotype Ontology, and Human Phenotype Ontology.
The third part of the text introduces the major graph-based algorithms for bio-ontologies. The authors discuss how these algorithms are used in overrepresentation analysis, model-based procedures, semantic similarity analysis, and Bayesian networks for molecular biology and biomedical applications.
The fourth and final part of the book describes the ontology languages of the Semantic Web and their applications for inference. It covers the formal semantics of RDF and RDFS, OWL inference rules, a key inference algorithm, the SPARQL query language, and the state of the art for querying OWL ontologies. | library |
https://www.21gramsless.com/Knowledge/SoulAncientEgyptianReligion | 2024-02-24T17:11:37 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474541.96/warc/CC-MAIN-20240224144416-20240224174416-00151.warc.gz | 0.958449 | 1,409 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__86708023 | en | The Concept of the Soul in Ancient Egyptian Religion and Culture
The ancient Egyptians, one of the world's most enigmatic and enduring civilizations, possessed a rich and intricate belief system that encompassed various aspects of life, death,
and the afterlife. Central to this belief system was the concept of the soul, which played a pivotal role in shaping their religious practices,
social structure, and cultural identity.
The Components of the Egyptian Soul
In ancient Egypt, the soul was not a singular and uniform entity; rather, it comprised several distinct components, each with its unique characteristics and functions. The most prominent of these components included the "ka," "ba," "akh," and "ren."
The Ka: The Ka was often described as the "vital essence" of an individual. It represented the life force or the energy that sustained a person throughout their lifetime.
The Ka was believed to be present from birth and throughout one's life, residing in the body.
Upon death, it would continue to exist and needed to be nourished through offerings of food and drink in the afterlife.
The Ba: The Ba was a distinctive aspect of the soul, often depicted as a bird with a human head. It was the personality or individuality of the person.
The Ba could move freely between the living and the afterlife, bridging the gap between the two realms. It allowed the deceased to maintain contact with
the living, visit sacred places, and partake in the offerings presented by their loved ones.
The Akh: The Akh was the transfigured or glorified state of the soul. Achieving the Akh was the ultimate goal of the Egyptian afterlife, as it represented
a state of enlightenment and divinity. The deceased would become an Akh if they passed the judgment of the gods and were deemed worthy. The Akh could exist
in the presence of the gods and was often associated with the luminous and eternal aspects of the soul.
The Ren: The Ren was a person's true name, believed to be intimately connected to their existence. In Egyptian culture, knowing a person's name granted power
over them, which is why individuals had both a public name and a secret name. The Ren was an enduring aspect of the soul, and it needed to be remembered and
preserved to ensure one's continued existence in the afterlife.
The Evolution of the Concept of the Soul
The concept of the soul in ancient Egypt evolved over millennia, reflecting changes in religious beliefs, social structures, and cultural influences.
The earliest evidence of Egyptian beliefs in the soul dates back to the Predynastic period, around 3100 BCE, where primitive ideas of an afterlife
and funerary rituals began to emerge.
With the development of a centralized state and the advent of the Old Kingdom, these beliefs became more sophisticated,
and the pyramid texts, the earliest funerary texts, were created. These texts provided guidance for the deceased in their journey to the afterlife and reflected
the complex nature of the Egyptian soul.
During the Middle Kingdom (c. 2040-1640 BCE), the Coffin Texts and the Book of the Dead (also known as the Book of Coming Forth by Day) further refined the concept of the soul.
These texts provided detailed instructions for the deceased on how to navigate the afterlife, emphasizing the importance of ethical conduct, the judgment of the soul, and
the ultimate goal of achieving the Akh.
The New Kingdom (c. 1550-1070 BCE) marked a significant phase in the development of the Egyptian soul. The concept of the Akh became increasingly prominent,
reflecting the desire for a more elevated and divine existence in the afterlife. The New Kingdom also saw the widespread practice of mummification, as Egyptians believed that
preserving the body was essential to ensuring the soul's journey to the afterlife.
Influence on Funerary Practices
The concept of the soul had a profound influence on the funerary practices of ancient Egypt. Funerary rituals were a crucial aspect of Egyptian culture,
as they were seen as the means to secure a successful transition to the afterlife. These practices included mummification, the construction of elaborate tombs, the
recitation of funerary texts, and the provision of offerings.
Mummification was a complex process aimed at preserving the body for the afterlife. The Egyptians believed that the soul needed a physical anchor in the afterlife, and a well-preserved body was essential for this purpose. The process involved the removal of internal organs, the treatment of the body with preservatives, and the wrapping of the corpse in linen bandages.
The construction of tombs, particularly the grand pyramids, served as both a physical resting place for the deceased and a point of contact between the living and the dead. The deceased's soul could return to the tomb to receive offerings from family members and continue its journey in the afterlife.
Funerary texts, such as the Pyramid Texts and the Book of the Dead, were recited during burial ceremonies to guide the soul through the afterlife. These texts contained spells, prayers, and instructions for the deceased, emphasizing the importance of moral conduct, reverence for the gods, and the judgment of the soul.
Offerings of food, drink, and other items were presented to the deceased to nourish the Ka and Ba. These offerings were left in tombs or presented at the individual's burial site, ensuring that the soul would have sustenance in the afterlife.
The significance of the soul in funerary practices extended to the construction of elaborate burial objects, including statues, stelae, and personal items, which were intended to accompany the deceased and provide a sense of continuity between the worlds of the living and the dead.
The concept of the soul in ancient Egyptian culture was a multifaceted and dynamic element that played a central role in shaping the civilization's religious beliefs, social structure, and cultural practices. The Egyptian soul, composed of the Ka, Ba, Akh, and Ren, represented different aspects of an individual's identity and journey in the afterlife. Over the course of Egypt's long history, the concept of the soul evolved, becoming more complex and refined, with an increasing emphasis on achieving the transcendent state of the Akh.
Funerary practices in ancient Egypt, deeply rooted in the concept of the soul, were elaborate and meticulously designed to ensure a successful transition to the afterlife. From mummification to the construction of grand tombs and the recitation of funerary texts, these practices reflected the Egyptians' unwavering commitment to preserving the soul and ensuring its eternal existence.
The enduring legacy of the Egyptian concept of the soul is evident in the art, literature, and religious practices of ancient Egypt. It continues to captivate our imagination and offers a profound insight into the beliefs and values of this remarkable civilization that thrived along the banks of the Nile for millennia. | library |
https://redjacketbooks.com/products/long-island-beaches-1 | 2022-12-06T08:25:41 | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711074.68/warc/CC-MAIN-20221206060908-20221206090908-00868.warc.gz | 0.905154 | 164 | CC-MAIN-2022-49 | webtext-fineweb__CC-MAIN-2022-49__0__102721942 | en | For centuries, Long Island's beaches have provided sustenance, relaxation, and inspiration. The coastline is renowned for its sandy Atlantic Ocean surf beaches, calm bayfront beaches, and rugged north shore Long Island Sound beaches. First inhabited by Native Americans, the area was called Sewanhacky ("Isle of Shells") in reverence to the offerings received where the water met the land. Drawing from the archives of local libraries, historical societies, museums, and private collections, Long Island Beaches presents a curated selection of vintage postcards illustrating the diversity of Nassau and Suffolk Counties' beautiful shores. Rare photographs and maps accompany the postcards to provide historical context. Through extensive research, author Kristen J. Nyitray documents a facet of Long Island's social and cultural history and the lure of its picturesque beaches. | library |
http://thealim.org/ | 2019-06-16T12:52:15 | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627998238.28/warc/CC-MAIN-20190616122738-20190616144738-00458.warc.gz | 0.938302 | 759 | CC-MAIN-2019-26 | webtext-fineweb__CC-MAIN-2019-26__0__125128843 | en | “Lim’s enthralling novel succeeds on every level: as a love story, an imaginative thriller, and a dystopian narrative.”
“[Lim] comes into her own here, with prose that’s elegant and haunting, somehow managing to be both unsentimental and deeply moving at the same time. A devastating debut. ”
In September 1981, Polly and Frank arrive at the time travel terminal at Houston Intercontinental Airport. One will travel, and one will stay.
An Indie Next Pick & Indigo Best Book of the Month, and recommended by Entertainment Weekly, Real Simple, Publisher’s Weekly, CBC, Maclean’s Magazine, the Millions, Chatelaine, Red Magazine, Hello Giggles, Book Riot, Syfy.com, and more!
America is in the grip of a deadly flu pandemic. When Frank catches the virus, Polly will do whatever it takes to save her lover, even if it means risking everything. She agrees to a radical plan—time travel has been invented in the future to thwart the virus. If she signs up for a one-way-trip into the future to work as a bonded laborer, the company will pay for the life-saving treatment Frank needs. Polly promises to meet Frank again in Galveston, Texas, where she will arrive in twelve years.
But when Polly is re-routed an extra five years into the future, Frank is nowhere to be found. Alone in a divided America, with no status and no money, Polly is desperate to find Frank. But as danger mounts and her search demands unthinkable sacrifice, she must ask herself: what does it cost to hold on to the past, and what does it cost to let it go?
An Ocean of Minutes is a timely exploration of migration and the wrenching love story of two people who are at once mere weeks and many years apart.
“A beautiful debut exploring how time, love, and sacrifice are never what they seem to be.”
“Amidst the breathtaking world Thea Lim has created in An Ocean of Minutes is a profound meditation on the inhumanity of class and the limits of love. It takes immense talent to render cruelty both accurately and with honest beauty – Lim has pulled it off. This is a story about the malleability of time, but at its core lives something timeless.”
“An Ocean of Minutes is a time machine into the future of this moment. Gripping and graceful, it's dystopian love story as told by a visionary. Thea Lim's novel reads like the birth of a legend.”
“An Ocean of Minutes offers that rare combination of a provocative speculative setting, masterfully elegant writing, and a story that moves and haunts long after the last page. Thea Lim is an enormously talented writer.”
“A strikingly imaginative time-travel story unlike anything I've ever read, rich with pinpoint emotional insight and fierce, vivid observations about a future that's already our past.”
“An Ocean of Minutes is a buoyant, compelling tale ranging from the everyday beauty of falling in love to a frightening vision of a dystopian present day. Ms. Lim's imagination is boundless and dynamic, from her narrative arc to the small details that animate and anchor her prose. I would recommend An Ocean of Minutes to anyone looking to be drawn in and enchanted by a truly unique story.”
“An Ocean of Minutes draws comparisons with The Time Traveller's Wife. But this tale of a woman sent 13 years into the future to save the man she loves, cuts deeper and more true. Heart-breaking and haunting.” | library |
http://www.srls.org/about-us/history/ | 2013-05-22T15:23:06 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368701910820/warc/CC-MAIN-20130516105830-00097-ip-10-60-113-184.ec2.internal.warc.gz | 0.976778 | 764 | CC-MAIN-2013-20 | webtext-fineweb__CC-MAIN-2013-20__0__196333004 | en | Since 1964, St. Rose of Lima School has been educating children, encouraging them to reach for their highest goals. Today, St. Rose of Lima is a community of almost 300 students from Kindergarten through 8th grade. The school’s bright and dedicated staff guides our students to learn, discover, and thrive.
The history of St. Rose of Lima School is deeply woven into the roots of Simi Valley itself. St. Rose of Lima Church, established in 1921, was originally located at a now-historic site in Strathearn Park, where the primary building still stands. The parish had a wide reach, and is community grew quickly. By the late 1950s, the church’s pastor, Father Patrick McDonagh, realized that the community needed more spiritual and educational support to meet current and future needs. He and his parishioners had a vision of creating a larger church and an adjoining school, along with supporting facilities such as a rectory and a parish hall. Once the master plan was set, parishioners began pledging funds immediately.
Growing to Serve a Dynamic Community
In January 1964, after much prayer and patience, the church and school’s groundbreaking ceremonies took place. St. Rose of Lima School officially opened its doors on September 14, 1964, serving 213 students. The brand new parochial school was staffed by the Sisters of Notre Dame and one lay teacher. Sister Mary Rose Anthony (Sister Rose) was appointed as the school’s founding principal. She continued to serve the school in various capacities for more than 50 years.
The school’s formal dedication was celebrated on June 16, 1968, led by the Archbishop of Los Angeles, Cardinal McIntyre. The parish hall was completed in 1975, giving the community a place to gather for social events and celebrations.
The community grew at such a rapid pace that an expansion was soon in the works. In 1990, the school received a new wing, a project headed by then-pastor, Father Michael Bunny. The expansion added a music room, a library, a faculty lounge, and adult and youth ministry centers to the school.
Leading Toward the Future
Father Joseph Shea became the pastor of St. Rose of Lima in July 2008. Following an intensive search, John Sanders was appointed principal of the school in August 2010. Mr. Sanders, an award-winning teacher and principal, brought a wealth of skills, qualifications, and experience to the school at both the elementary and middle school levels. Mr. Sanders has great expertise in math and science programs, research-based instructional strategies, hands-on science instruction, behavior management, and improving student learning. With a proven track record of success, Mr. Sanders is driving St. Rose of Lima to new heights, focusing on technology improvement, professional development, and innovative learning initiatives. He has already implemented an Accelerated Reader Program, Panther Positives Program, and Art Masters Program. He has also administered intensive teacher training in Thinking Maps and Research Based Learning Differences between boys and girls. He is spearheading St. Rose of Lima’s plan to become a leading-edge 21st Century school. Technology upgrades include wireless Internet access, LCD projectors, document cameras, and wireless tablets.
Students and their families know St. Rose of Lima School as a school with outstanding academics, a strong spiritual base, and a welcoming, supportive community. Thanks to an amazing staff, the school has a well-earned reputation as a place where students receive an excellent high school-preparatory education complemented by Catholic values and all the extras—in a nurturing, family environment. St. Rose of Lima School continues to thrive in its efforts to meet the needs of students, families, and the community. | library |
http://fuckyeahrenaissancewomen.tumblr.com/post/43704202538/caterina-strapped-on-her-cuirass-one-of-the | 2014-10-21T16:43:04 | s3://commoncrawl/crawl-data/CC-MAIN-2014-42/segments/1413507444582.16/warc/CC-MAIN-20141017005724-00012-ip-10-16-133-185.ec2.internal.warc.gz | 0.988304 | 144 | CC-MAIN-2014-42 | webtext-fineweb__CC-MAIN-2014-42__0__137723875 | en | [Caterina] strapped on her cuirass, one of the very few made for a woman in that age. It was as expertly crafted as her luxurious gowns had been in her youth; the steel was shaped to her curves and reinforced to prevent crushing or compressing her breasts. It was also streamlined so that she could wear it underneath her clothes. Tiny plates fit perfectly together to allow for a wide range of movement. The delicate floral pattern incised on the front was the only concession to ornament, and on the upper left plate Saint Catherine of Alexandria, Caterina’s patron saint, was etched into the steel.
— Elizabeth Lev, The Tigress of Forli, p. 217 | library |
https://www.stokegolding.co.uk/history/sir-henry-firebrace/ | 2024-02-27T10:10:49 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474674.35/warc/CC-MAIN-20240227085429-20240227115429-00891.warc.gz | 0.989385 | 1,593 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__20662622 | en | Prior to the mid 17th Century, the inhabitants of this village had all belonged to an agricultural community, seeking what meagre living they could, from the land. For whatever reason, in about 1650 various people with connections in London began to buy land and settle around Stoke Golding.
Of these, surely Sir Henry Firebrace must be Stoke Golding’s most illustrious resident and benefactor, and a white marble monument to him is on the wall of the Lady Chapel in the Parish Church.
The family of Firebrace are supposed to be originally Norman, deriving their name from Fier à brás or Brás de Fer, which translates as “Strong of arm,” but when the family first came to England cannot be determined. From records of 1682 it appears that Henry was the sixth and youngest son of Robert Firebrace of Derby.
It is said he was born in Derby in 1619 and at 20 he was an apprentice to a money broker in All Hallowes, Barking. In 1643, Basil, Earl of Denbigh, who had estates near Monks Kirby in Warwickshire was appointed Commander in Chief of the Midlands District and Firebrace was chosen as Secretary to the Court and Council of War. It is believed he acted between Denbigh and the King and he became a friend and confidant of the latter.
He married Elizabeth, daughter of Daniel Dowell of Stoke Golding, in 1645 and they lived in St Andrew-by-the-Wardrobe in London. In 1647 he was gazetted to serve in the King’s household, “at the Back Stairs”, and when Charles I was imprisoned by Cromwell in Carisbrooke Castle, on the Isle of Wight, he was “Page of the Bedchamber”.
He assisted in the King’s first attempt to escape imprisonment and he later took on the post of “Clerk of the Kitchen”. No doubt due to his allegiance to the King and the help he gave to his escape attempts, one of which ended with the King becoming stuck in a window, he was dismissed by the Sovereign’s gaolers. He returned to the mainland where he continued to write, offering help by providing a boat to carry the King from the island and horses along a proposed escape route, but these efforts were to no avail. Some of the letters between them are reproduced in “The History and Antiquities of Leicestershire” by J. Nichols, dated 1801.
When King Charles I was about to be executed and was on the scaffold, it is said that he gave Sir Henry Firebrace a ring which contained a portrait of His Majesty in diamonds.
Through marriage, the Firebrace family became related to the Earl of Denbigh and that ring was passed down from the Firebrace side of the family to the Denbighs, in whose possession it still remains.
On the restoration in 1660, Sir Henry was able to secure a position with the court of King Charles II as “Chief Clerk of the Kitchen”. He received further advancement and became a senior official in the King’s Household in 1680. He received his Knighthood in 1685, becoming Clerk Comptroller Supernumerary of the Royal Household and Assistant to His Majesty’s Officers of the Green Cloth.
His first wife had died and he married twice more. When his third spouse, Mary Dalton of Leatherhead, died in 1687 she was buried in Westminster Abbey.
His advancement continued and by 1685 he was Clerk Ordinary in the Court of King James II. However, long before then, he had made provision for his later life, for in 1678 he had bought a large country house in Stoke Golding. His connections had obviously begun long before, with his marriage to his first wife, a member of a Stoke Golding family. And so it was that, in 1689, upon the accession of William and Mary, he decided to retire to his country seat in this village.
His residence, which was called the Old Hall, was an imposing building standing opposite the church on what was, in those days, a bridle path to Dadlington. The house survived until 1850, when it was demolished by the Baxter family to make way for the Men’s Reading Room, which is now the school caretaker’s house. A wall bordering the Old Hall remained for even longer, known as Crinkle Crankle wall because of its shape; it was only demolished in living memory. A set of steps led from the house to the church.
No doubt the village people were pleased that such a wealthy and well connected member of the gentry had decided to live in their midst.
He settled well into his new life away from the Royal Court in London, buying property in Wykin and then a house and almost three hundred acres of land in Sutton Cheney, but he lived mainly in the Old Hall.
He spent the last two years of his life in these idyllic surroundings until his death, aged 72, on 27th January 1690/91. He was buried in the chancel of the Church and his offspring erected a white marble memorial, which is now in the lady chapel. The plaque, in Latin, recounts his life at court. His eldest son, Henry Firebrace D.D., who was a fellow of Trinity College, Cambridge, continued to live in the Old Hall until his death in 1708, for Henry senior’s will, made in 1680 bequeathed his house in Stoke and other property there and at Sutton Cheney to him, and thence to his second son, Basil, for Henry junior remained a bachelor.
That second son was Sir Basil Firebrace Bart., who was the father of the Right Honourable the Countess Dowager of Denbigh and Charles Firebrace who had King Charles II as his Godfather.
Other bequests in the will were, “To my daughter Susanna Hall, widow £100 together with £100 which I lately lent her: To my daughter Elizabeth £100: To my most worthy Aunt Mistress Hester Hodges, a spinster, of Somerset House, £20 to buy her a gold ring”. This grand lady, too, had Royal connections and founded Stoke Golding’s Grammar School.
Sir Henry must have loved the village he had come to live in, and the people and the church too, for he and his second son, Basil, gave to the church various items of communion plate which, although safely stored away are still in the possession of the church authorities.
These gifts are listed as follows:-
A silver cup and cover of twelve and a half ounces dated 1688. The Latin inscription shows the cup to have been gifted for the use of the church in 1689.
A seven ounce silver cover paten with a foot and a Latin inscription which translates as the Church of Stoke Golding HF A.D. 1689.
A forty three ounce silver flagon with a Latin inscription which states that the flagon and dish were given by Sir Basil Firebrace to the Church of Stoke Golding 1689.
A silver dish of 8.8ounces with a foot. It is inscribed in Latin which translated shows it was gifted to the Church of Stoke Golding B.F. A.D.1689.
Although Sir Henry and his family have long departed and his grand house, the Old Hall has been demolished, his life and achievements will be long remembered by reason of the marble memorial in the church and by his splendid and generous gifts of silver to the Church and the people of Stoke Golding. | library |
http://awmn.defra.gov.uk/resources/publications/2001publications.php | 2017-03-27T06:34:53 | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189462.47/warc/CC-MAIN-20170322212949-00119-ip-10-233-31-227.ec2.internal.warc.gz | 0.685898 | 945 | CC-MAIN-2017-13 | webtext-fineweb__CC-MAIN-2017-13__0__25523250 | en | UK UWMN 2001 Publications
Beaumont, W. R. C. & McDonnell, N. (2001) Acid Waters Monitoring 2000 Report on Fish Studies. 1-18. Centre for Ecology & Hydrology, Dorset.
Evans, C. D. & Monteith, D. T. (2001) Chemical trends at lakes and streams in the UK Acid Waters Monitoring Network, 1988-2000: Evidence for recent recovery at a national scale. Hydrology and Earth System Sciences, 5, 351-366.
Evans, C. D., Cullen, J. M., Alewell, C., Kopacek, J., Marchetto, A., Moldan, F., Prechtel, A., Rogora, M., Vesely, J. & Wright, R. (2001) Recovery from acidification in European surface waters. Hydrology and Earth System Sciences, 5, 283-297.
Evans, C. D., Harriman, R., Monteith, D. T. & Jenkins, A. (2001) Assessing the suitability of Acid Neutralising Capacity as a measure of long-term trends in acidic waters based on two parallel datasets. Water Air and Soil Pollution, 130, 1541-1546.
Evans, C. D., Jenkins, A., Helliwell, R., Ferrier, R. & Collins, R. (2001) Freshwater Acidification and Recovery in the United Kingdom. 1-80. Centre for Ecology and Hydrology, Wallingford.
Evans, C. D., Monteith, D. T. & Harriman, R. (2001) Long-term variability in the deposition of marine ions at west coast sites in the UK Acid Waters Monitoring Network: impacts on surface water chemistry and significance for trend determination. The Science of The Total Environment, 265, 115-129.
Freeman, C., Evans, C. D., Monteith, D. T., Reynolds, B. & Fenner, N. (2001) Export of organic carbon from peat soils. Nature, 412, 785.
Harriman, R., Watt, A. W., Christie, A. E. G., Collen, P., Moore, D. W., McCartney, A. G., Taylor, E. M. & Watson, J. (2001) Interpretation of trends in acidic deposition and surface water chemistry in Scotland during the past three decades. Hydrology and Earth System Sciences, 5, 407-420.
Jenkins, A. & Cullen, J. M. (2001) An Assessment of the potential impact of the Gothenburg Protocol on surface water chemistry using the dynamic MAGIC model at acid sensitive sites in the UK. Hydrology and Earth System Sciences, 5, 529-541.
Jenkins, A., Ferrier, R. C. & Helliwell, R. C. (2001) Modelling nitrogen dynamics at Lochnagar, NE Scotland. Hydrology and Earth System Sciences, 5, 519-527.
Monteith, D. T., Evans, C. D. & Patrick, S. (2001) Monitoring acid waters in the UK: 1988-1998 Trends. Water Air and Soil Pollution, 130, 1307-1312.
Monteith, D. T. (2001) Proceedings of the 16th meeting of the ICP Waters Programme Task Force in Riga, Latvia, October 18-20 2000. Lyulko, I, Berg, P., and Skjelkvåle, B. L. 1-40. NIVA, Oslo, Norway.
Monteith, D. T. & Evans, C. D. (2001) United Kingdom Acid Waters Monitoring Network. 1-24. Department of the Environment, Transport and the Regions, London.
NEGTAP. (2001) Transboundary Air Pollution: Acidification, Eutrophication and Ground-Level Ozone in the UK. 1-314. Department For Environment, Food and Rural Affairs (DEFRA), London.
Wright, R. F., Alewell, C., Cullen, J. M., Evans, C. D., Marchetto, A., Moldan, F., Prechtel, A. & Rogora, M. (2001) Trends in nitrogen deposition and leaching in acid-sensitive streams in Europe. Hydrology and Earth System Sciences, 5, 299-310.
Page last modified: 12 March 2010
Page published: 12 March 2010 | library |
https://varyox.az/astv-en/uzeyir-hajibeyovs-birthday/ | 2023-04-01T02:02:19 | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296949694.55/warc/CC-MAIN-20230401001704-20230401031704-00606.warc.gz | 0.944894 | 368 | CC-MAIN-2023-14 | webtext-fineweb__CC-MAIN-2023-14__0__98942339 | en | Today is Uzeyir Hajibeyov’s birthday
He is a prominent Azerbaijani composer, music-scientist, publicist, dramatist, pedagogue, and public figure, founder of modern Azerbaijani professional music and national opera.
In 1920, the composer’s name was included in the list of 59 people to be shot. As a result of the efforts of Uzeyir Hacibyov’s brother-in-law, Hanefi Teregulov and Nariman Narimanov, the list was canceled and the composer’s name was removed.
Uzeyir bey Hacıbeyov used the signatures of “U”, “Filankes”, “Behmankes” in his works and writings. He is the first person to record more than 300 folk songs in Azerbaijani music history. His brothers Zulfugar Hajibeyov and Jeyhun Hajibeyli, his friends from seminary, intellectuals of that time, Azerbaijani masters Huseyn Arablinski, Huseyngulu Sarabski, Abdurrahimbey Hagverdiyev, Hanafi Teregulov, and others helped him to compose a national opera in Azerbaijani language.
In 1921, U.Hajibeyov organized the first music school for Azerbaijani students in Baku – Azerbaijan State Turkish Music School (later it turned into a technical school). In 1927 he published the first collection of “Azerbaijani Turkish folk songs” with Muslim Magomayev. Uzeyir Hajibeyov is also the founder of the first folk instruments orchestra under the Azerbaijan Radio Committee in 1931. | library |
https://www.eruditus-publishing.com/jowett-open-access | 2023-12-06T00:18:44 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100575.30/warc/CC-MAIN-20231206000253-20231206030253-00021.warc.gz | 0.890036 | 490 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__117160810 | en | World economy: Transformations & transitions
JOWETT is a fully open access journal with continuous online publication, providing readers with free, immediate, and open access to its content, without any embargo on the journal’s publications.
Once published, the article will be immediately and permanently available to read, download, and share, without any paywalls or registration requirements.
Articles published in JOWETT are open access articles distributed under the terms and conditions of the Creative Commons Attribution License (CC BY 4.0), where authors remain the copyright holders and grant third parties the right to use, reproduce, and share the article according to the Creative Commons license agreement.
The relevant note will be inserted in all published articles.
Attribution 4.0 International (CC BY 4.0):
This license allows readers to share, copy, and redistribute the material in any medium or format, and to adapt, remix, transform, and build different versions, such as translations, for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as users follow the license terms, credit the authors with the link (DOI link) to the publication, and indicate if changes were made. All of these uses are permissible, as long as they don’t claim that the author endorses their adaptation, and don’t damage author's reputation.
Under the terms and conditions of Open Access publishing (CC BY) there is no restriction on self-archiving, sharing, etc. Authors may freely include their published articles in various repositories, publish on personal/institutional websites, use for self-archiving and make their articles publicly available on social media pages, etc.
Personal information provided by authors, including name and surname, e-mail, ORCID, and affiliation, will be indicated in the published paper and on the journal’s website. Authors, by submitting their papers, express their consent to the publishing of the above-mentioned personal data as a term of publication.
The provided data, including additional personal information – phone number, mailing address, etc. – will be used by the Journal and Publisher exclusively for the purposes of communicating with authors, and will not be made available for any other purpose or to any other party.
Meanwhile, authors should be aware that the publications are open access and that the published personal data is publicly available to everyone. | library |
https://sheffieldmakershuntersbar.com/collections/all-products/products/a6-reading-log-book | 2024-02-25T11:24:49 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474595.59/warc/CC-MAIN-20240225103506-20240225133506-00140.warc.gz | 0.936343 | 152 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__53296968 | en | A6 Reading Log Book
Single A6 size notebook (146x103mm), hand constructed by myself with 48 pages of pre-printed 90gsm paper and a 280gsm typographic design board cover, bound with 2 staples.
A really useful little log book for any book lover to keep a record of the books they have read and still need to read. Complete with space to make a few notes and assign a rating out of 5 once completed. At the back is a page to list any interesting authors that they might like to explore.
Each book can hold details for 48 books.
Available in a kraft card cover with white pages, comes complete with a matching style card bookmark.
Ideal stocking filler for any book lover! | library |
http://acroname.com/brainstem/ref/h/Commands/a_index.html | 2013-05-26T03:30:37 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368706578727/warc/CC-MAIN-20130516121618-00064-ip-10-60-113-184.ec2.internal.warc.gz | 0.906649 | 129 | CC-MAIN-2013-20 | webtext-fineweb__CC-MAIN-2013-20__0__190243788 | en | |BrainStem® Command Reference||Index|
Basic Command Structure
The commands for the BrainStem architecture are listed here. All BrainStem commands are structured the same. The first byte is the command code and the subsequent bytes are data for the command.
Commands are sent between modules on the IIC bus wrapped in a packet structure. This same packet structure is used on the host-to-stem link .
Commands can be issued from the host using the aStem Library from within C or C++. They can also be issued to modules explicitly using the Console for debugging, testing, and interactive use. | library |
https://www.protectjuristac.org/curriculum/ | 2023-09-29T00:28:27 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510462.75/warc/CC-MAIN-20230928230810-20230929020810-00792.warc.gz | 0.834771 | 1,305 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__89092512 | en | Welcome, teachers. This page contains resources and activities for students regarding Juristac, Amah Mutsun history, and related subjects. There are two sets of materials available.
Below you will find six lesson plans in PDF format that are tailored to a high school learning level. Although these materials were developed with high school standards in mind, they can easily be adapted for use in many different grade levels and instructional settings.
There are also seven “mini lessons” designed for use by upper elementary-aged students. These PowerPoint-based lessons provide engaging activities and can serve as an introduction to the issues surrounding Juristac for readers of any learning level.
We invite and encourage your feedback and stories of classroom experiences while teaching with these materials. Please contact us by email at curriculum [at] protectjuristac.org.
Juristac curriculum: Activities and study guides
The following activities and exercises are aligned with the English Language Arts (ELA) and History/Social Studies Common Core State Standards. In these activities, you will find opportunities to engage your students in meaningful research into local history, reflective discussion, critical thinking, and persuasive writing. We have prepared a Standards Alignment Guide (PDF, 3 pages) that provides a detailed list of standards aligned with the activities and a chart outlining which standards are covered by each assignment.
Amah Mutsun Youth Walk for Juristac MINI-LESSON Slideshows
Learn more about the Amah Mutsun and Juristac through these seven engaging multi-media slideshow-based lessons that follow the route of the Youth Walk for Juristac.
Additional resources for educators
This list will be expanded periodically. Email us if you are looking for resources around a particular topic related to Juristac or the Amah Mutsun Tribal Band that you are not finding here.
- Amah Mutsun Tribal Chairman Valentin Lopez’s Perspective on Juristac by Stanford Journalism—3 minutes, 2020.
- Juristac: A short film by Ariel Bobbett— 4 minutes, 2018.
- Here and Now— by Bay Area Open Space Council, 2015. 18 minutes. Documents the work of the Amah Mutsun Land Trust and Tribal Stewardship Corps.
- Excavating the past; Improving the future— UC Berkeley, 2018. 4 minutes. Portrays ongoing collaboration between the Amah Mutsun Tribal Band and UC Berkeley archaeologists and anthropologists.
- UMUNHUM by Plus M Productions, 2017. 11 minutes. Featuring the story of the return of the Amah Mutsun to their sacred mountain in Santa Clara County, Mt Umunhum.
- Beyond Recognition: “A film exploring the quest to preserve one’s culture and homeland in a society bent on erasing them”—featuring one of the Amah Mutsun’s neighboring tribes, the Confederated Villages of Lisjan. 25 minutes, 2014. Available via streaming and DVD.
- Telling the Truth About California Missions, Classroom Edition (featuring Valentin Lopez, Elias Castillo, Mark Day)
- Videos from December 2018 Protect Juristac panel in Morgan Hill
- Additional videos on this Protect Juristac YouTube playlist
Wildlife corridors / landscape linkages
- Stuart Weiss presentation on wildlife impacts of the proposed Sargent Quarry (Dec. 2018 video)
- Bay Area Critical Linkages Map
- Critical Linkages: Bay Area and Beyond (Report – 50mb PDF):
- Santa Clara Valley Habitat Plan
Amah Mutsun and Ohlone
- Rekindling The Old Ways: The Amah Mutsun and the Recovery of Traditional Ecological Knowledge (Bay Nature article)
- Contemporary Ohlone History (article)
- Ohlone/Costanoan Indians of the San Francisco Peninsula and their Neighbors, Yesterday and Today— by Randall Milliken, Laurence H. Shoup, and Beverly R. Ortiz. National Park Service, 2009. Individual chapter PDFs on NPS website
- “No Somos Animales”: Indigenous Resistance and Perseverance in Nineteenth Century Santa Cruz— by Martin Adam Rizzo. Unpublished dissertation, September 2006.
- Justice for Juristac: Using International and Comparative Law to Protect Indigenous Lands— article in the Santa Clara Journal of International Law (2020)
- Mutsun-English English-Mutsun Dictionary, mutsun-inkiS inkiS-mutsun riica pappel— full 677 page PDF of dictionary available for free download.
- The Case of California’s Amah Mutsun by E. Richard Hart, published in the journal Western Legal History, 2003 — a scholarly review of the legal history of the dispossession of Mutsun people from their ancestral lands, with a focus on the case of Rancho Juristac (Sargent Ranch)
- An Eco-Archaeological Study of Late Holocene Indigenous Foodways and Landscape Management Practices at Quiroste Valley Cultural Preserve, San Mateo County, California
- Ohlone elders and youth speak: Restoring a California Legacy
Related curriculum resources
- Standing on Sacred Ground film series teaching resources from the Berkeley-based Sacred Land Film Project: Teacher’s Guides and Discussion Guides
- California’s First Mass Incarceration System: Franciscan Missions, California Indians, and Penal Servitude, 1769–1836. Benjamin Madley, 2019 (34 pages)
- California Indian History Curriculum Coalition (CIHCC) resource list
- Run4Salmon 4th Grade Curriculum
- The East Bay Regional Park District’s Native Peoples Map Brochure by District Naturalist Beverly R. Ortiz
Distance instruction tips for educators
- Zoom: Getting Started With Breakout Rooms (within a Zoom class or meeting)
- Canvas Conferences (BigBlueButton) support: How to create and manage breakout rooms | How to share a YouTube video within a conference
- Blackboard Collaborate: How to use Breakout Groups
- D2L: Breakout Rooms overview
- Zoom 101 for Teachers
- Tips & Tricks for Teachers Educating on Zoom (2 page PDF from Zoom) | library |
http://normanjamesacademy.com/articles/Teaching_Language_Arts.html | 2023-12-08T15:45:31 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100762.64/warc/CC-MAIN-20231208144732-20231208174732-00108.warc.gz | 0.959164 | 1,952 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__32851137 | en | TEACHING LANGUAGE ARTS WITHOUT TEXTBOOKS
On the subject of books, Charlotte Mason said, “The only vital method of education appears to be that children should read worthy books, many worthy books.” She also said, “The best thought the world possess is stored in books; we must open books to children, the best books; our only concern is abundant provision and orderly serving.”
Charlotte Mason referred to such books as “living books.” A living book is one containing ideas clothed in literary language, not predigested facts. Living books tell stories, rather than present isolated bits of information. Human beings are not computers; we forget strings of facts and dry data. But tell us a story, and we remember much more. Living books discuss people’s lives and emotions. They are usually written by a single author with an intimate acquaintance with and passion for his subject matter. Textbooks, on the other hand, are often written by committees and present only the dull, dry facts.
Charlotte Mason’s schools were not about a particular group of books; she changed selections frequently, always striving to use “the best books available,” and I believe we should try to do the same. To learn more about living books, read bibliographies, consult catalogs, and use booklists. But how do you determine whether or not a particular title is a living book? Catherine Levison, author of A Charlotte Mason Education, recommends the “one-page test,” or reading just one page selected at random. If you find yourself eager to find out more, then you probably have discovered a living book.
Once you have found the books, there are three simple techniques at your disposal for using them to teach language arts. They are copywork, narration, and dictation.
The first technique Charlotte Mason used for teaching language arts was narration. Narration involves simply asking your child to tell you back in his own words everything he remembers from a passage of reading. Make sure the reading selection you have chosen for him to narrate is, in fact, from a living book written in a good narrative style. Then, rather then requiring your child to answer comprehension questions or fill in workbook pages to verify what he has learned, ask him to tell you back what he has learned. In this way, you will find out that your child does know rather than expose what he does not know. Once a lesson is narrated, it belongs to the child, and will not soon be forgotten.
Charlotte Mason believed that narration should follow only one reading of a passage. She explained this by saying, “It is impossible to fix attention on that which we have heard before and know we shall hear again.”
There are two types of narration. Beginning at about age six, Charlotte Mason asked children to narrate orally from passages they had heard read to them or had read for themselves. Aesop’s Fables are great to begin with. They are short and lend themselves well to narration. Also, many editions are beautifully illustrated, which is great for younger children.
Then, beginning at about age 10, Charlotte Mason had children begin writing some of their narrations, although she continued having them narrate orally. Again, children can narrate either books they have read themselves or books you have read to them. Charlotte Mason said that by asking children to narrate from their lesson books, “composition is not an adjunct but an integral part of their education in every subject.” She also said, “Having been brought up so far upon stylists, the [older] pupils are almost certain to have formed a good style; because they have been thrown into the society of many great minds, they will not make a servile copy of any one but will shape an individual style out of the wealth of material they possess; and because they have matter in abundance and of the best they will not write mere verbiage.”
Charlotte Mason felt so strongly about narration that she said, “There is but one right way, that is, children must do the work for themselves. They must read the given pages and tell what they have read; they must perform, that is, what we may call the act of knowing. We are all aware, alas, what a monstrous quantity of printed matter has gone into the dustbin of our memories, because we have failed to perform that quite natural and spontaneous ‘act of knowing.’”
The next technique Charlotte Mason recommended for teaching language arts was copywork. Copywork begins at about age six with the ABC’s and progresses to words and sentences and eventually paragraphs from living books. I generally select my children’s copywork assignments from passages found in the living books we are using for our history and science lessons. In the beginning, it is best to let your child copy directly beneath your handwritten model. Later, he will be able to copy directly from a separate page or book.
Copywork teaches spelling (because the child is seeing and copying correct spelling, in context), mechanics (capitalization, punctuation, etc.), and grammar (because the child sees and copies excellent models of literary style and correct expression. Neatness is essential. Hold your child accountable for doing his best. If the work is not done correctly, ask your child to do it again on his own time.
In her book Endangered Minds, Jane Healy says, “Because pre-adolescent brains do not cope well with abstract rule systems, grammar is best learned initially through exposure to oral language and/or reading good books… Children in elementary or even middle school…should…spend a great deal of time listening to and generating—orally and in writing—the richness of nouns verb tenses, sentence expansions, sentence combinations, dependent clauses, and all the other shades of complexity that will take them beyond the media’s sandbox syntax. Abstract rules for grammar and usage should be taught when most students are in high school. Then if previously prepared, they may even enjoy the challenges of this kind of abstract, logical reasoning. Only, however, if the circuits are not already too cluttered up by bungled rule teaching.” Narration and copywork provide the kinds of experiences Ms. Healy recommends.
Finally, Charlotte Mason advocated the technique of dictation for teaching language arts. Dictation usually begins in about the second grade with the days of the week, the months of the year, money words, etc. Then, beginning when your child is about age ten, you may choose from several options. Select a passage containing an inspiring thought, or a poem (perhaps a poem your child is memorizing), a passage containing vocabulary words from your current topic of study in history or science, or a passage containing a literary convention you wish to emphasize, such as capitalization of names and places or quotation marks. Go over this passage with your child. Help him mark anything that looks difficult. Then assign it as copywork on Monday. Your child’s job is to study the passage throughout the week. Then on Friday, choose a portion of the assigned passage and dictate it slowly, one phrase at a time, with no repeats, while your child writes it down, word for word. The goal is one hundred percent accuracy in spelling and punctuation.
All my children’s written work goes into a notebook, along with a list of all books read pertaining to a particular subject area. The result is a lovely portfolio, which my children enjoy looking through and which never fails to impress the most skeptical of friends and relatives.
Of course, there is more to language arts than mere mechanics. Karen Andreola, author of A Charlotte Mason Companion, says, “Homeschoolers following Charlotte’s philosophies and methods try to give their children abundant portions of the humanities at regular periods. They don’t allow themselves to get stuck in a routine that emphasizes skills alone… When fear of a poor showing on the achievement test allows skills to take precedence, humanities take a back seat. The result: lessons become wearisome, children become fed-up, mom gets burned out. The children are starving for knowledge touched with emotion, and for ideas.”
So consider using living books to teach your children poetry and Shakespeare. Try reading a poem or two at the beginning of your family read-aloud time or while your children have an afternoon snack. Keep in mind that for some children, poetry is an acquired taste. Give it time, and find the right selections. A good anthology, such as Favorite Poems, Old and New by Helen Ferris is helpful. And children can begin to memorize poetry beginning at about age six. To introduce your children to the works of Shakespeare, choose a book such as Beautiful Stories from Shakespeare by Edith Nesbit or Tales from Shakespeare by Charles and Mary Lamb for great retellings of Shakespeare plays. Then, when your children are older and begin to read the plays in their original forms, they will already be familiar with the story lines.
Hopefully, this discussion has inspired you to incorporate more living books into your language arts curriculum. As Charlotte Mason said, “The teacher who allows his scholars the freedom of the city of books is at liberty to be their guide, philosopher and friend; and is no longer the mere instrument of forcible intellectual feeding.”
Copyright 2003 by Pamela Asberry
All Rights Reserved | library |
https://www.urop.uci.edu/journal/journal99/journal99/letters/letter_from_the_advisors.html | 2019-04-24T22:22:19 | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578663470.91/warc/CC-MAIN-20190424214335-20190425000335-00333.warc.gz | 0.951617 | 591 | CC-MAIN-2019-18 | webtext-fineweb__CC-MAIN-2019-18__0__66640063 | en | ~A Letter from the Advisors~
In a mere 35 years, the University of California, Irvine, has grown into one of the nation's great research universities. With its leading programs in the arts, humanities, sciences, engineering, social sciences, and medicine, UCI faculty and students are making significant contributions to the canon of scholarly activity, which impacts both society in general and our daily lives.
Given the importance of this work as we look into a new century, it is essential that our students have skills and intellectual initiative that go beyond what is typically nurtured in conventional classroom learning. We believe that involvement with leading-edge research helps students to gain experience in the continuous and self-directed learning that will be core qualities of those individuals most successful in knowledge creation, diffusion, and utilization.
The rapid rise of UCI to the select group of world-class research universities is attributable, inter alia, to our top-quality faculty, facilities and environment of knowledge creation. And it all starts with our undergraduate students, who hold the promise of future scholarly achievement. Our undergraduates have long been integral participants in the research that is the hallmark of UCI's distinction. Faculty-mentored research, in which students themselves develop and complete projects, is one of the most significant modes of such participation. At UCI's annual Undergraduate Research Symposium, more than 250 undergraduates present their work in a professional conference setting. In addition, many of UCI's schools and departments have their own arenas for the presentation of students' research and creative activities.
We offer the second volume of The UCI Undergraduate Research Journal as another medium through which the best of undergraduate research can be showcased and shared with a broader audience. We hope that you will find the research in this Journal to be engaging and that this sampler of our undergraduates' research will offer new insights regarding the variety of work being undertaken by UCI students. Should you wish to explore our activities more extensively, one place to begin is at the Website for our Undergraduate Research Opportunities Program (http://www.urop.uci.edu).
We heartily thank the many people who assisted with the publication of this volume of the Journal. We acknowledge the undergraduate authors and their faculty mentors, whose collaborations and relationships led directly to the completion of the research included in this Journal. We also thank the UROP Student Editorial Board who were central in the review, editorial, and design processes. We are grateful to the UROP Faculty Advisory Board, whose distinguished members provided final evaluation of the papers selected for publication. Finally, we acknowledge the hundreds of UCI students and faculty who collaborate each year in undergraduate research projects. It is from this extensive and diverse array of research activities that we offer a small sample in this Journal issue. We welcome your comments on Volume II of The UCI Undergraduate Research Journal.
Copyright 1999 University of California Irvine, all rights reserved | library |
http://math.feld.cvut.cz/habala/teaching/den-e.htm | 2018-05-27T23:14:53 | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794870497.66/warc/CC-MAIN-20180527225404-20180528005404-00538.warc.gz | 0.853633 | 410 | CC-MAIN-2018-22 | webtext-fineweb__CC-MAIN-2018-22__0__196963052 | en | Prem-exam: The early bird exam will take place on Wednesday, May 23 2018, at 14:00 at the department of mathematics. Those intending to participate should register via e-mail and bring along notebooks with Maple.
• sylabus - the most important information about the course.
• Schedule of classes - weekly outlines of lectures and a special printable version of slides. We strongly recommend that you print them and take them with you to lectures.
• Information on midterms and project. Sample midterm.
• Semestral project for spring 2018 and given problem.
• Information on the final.
• Sample final test with Maple workbook. Practice problems for Maple. The official cheat sheet can be used during the final.
Important information for the start: The classes take place at room 459, where every student has a terminal connected to the kepler server. A basic manual is here. Every student will be given an account on the kepler server where you can play and do your semestral work. Further details will be supplied during classes.
Lecture notes for the course: Ordinary Differential Equations and Numerical Mathematics.
Table for practicing solution estimates for special right hand-side (linear ODE).
Solved problems on ODE's with detailed solutions.
Practice problems on ODE's and brief solutions.
If you want to use the library NumericalMethods on your computer, download the files
NumericalMethods.mla (library of procedures)
NumericalMethods.hdb (Help library)
and put them into the library folder of your Maple, the traditional place is .../Maple/lib/.
Warning: I do not use the latest version, so I found out too late that starting from version Maple 18, the Help database uses a new format. The library .hdb has to be converted to the .help format.
If this gives you trouble, here are help pages for the procedures. | library |
http://www.kanji.org/kanji/ | 2017-03-28T21:29:36 | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189903.83/warc/CC-MAIN-20170322212949-00214-ip-10-233-31-227.ec2.internal.warc.gz | 0.929343 | 672 | CC-MAIN-2017-13 | webtext-fineweb__CC-MAIN-2017-13__0__26921977 | en | The Kodansha Kanji Learner's Dictionary (KKLD)
The highly anticipated second edition of The Kodansha Kanji Learner’s Dictionary (KKLD), published in May, 2013, retains all the features that made the original 1999 parent work so popular, but includes several enhancements. This includes core meanings, detailed character meanings, stroke order diagrams, cross-references to homophones, numerous compounds and examples, and a speedy indexing system. Yet it also includes numerous enhancements, including hundreds of new kanji reflecting recent revisions to the Jōyō and Jinmei Kanji lists (the sets of characters prescribed by the Japanese government for use in writing and in personal names). With 3,002 character entries—772 more than in the first print edition—this is the most comprehensive and up-to-date dictionary of its kind.
With additional new features such as the use of Kana instead of Romanized Japanese, expanded coverage of nanori, or kanji readings found only in
names, thousands of additional compounds and other usage examples, and alternative forms of kanji when more than one is considered acceptable, the world finally has a kanji dictionary that addresses current thinking about literacy standards in Japan and one that can be used at every level of study from beginning to advanced.
The Kodansha Kanji Dictionary (KKD)
The Kodansha Kanji Dictionary (KKD) —a revised, expanded edition published in August, 2013 of Jack Halpern’s groundbreaking New Japanese-English Character Dictionary (published by Kenkyusha in 1990)—is the most complete, linguistically accurate, and up-to-date dictionary of its kind. The culmination of more than a quarter of a century of labor—over 100 man-years—this authoritative and easy-to-use dictionary has been celebrated the world over by students and teachers of the Japanese language for its wealth of detailed information on the meanings and usages of Sino-Japanese characters.
This revised, expanded edition includes the integration of 4,408 entry characters—almost 20% more than in the first edition. This includes all the government-prescribed Jōyō and Jinmei Kanji, as well as other important characters used in literature. The new edition also features more readings, meanings, synonym articles, usage notes, and vocabulary items than before. And, in keeping with modern Japanese-language curricula, character and compound readings are shown in kana instead of romanized Japanese.
The Kodansha Kanji Learner's Dictionary — iOS Version
The iOS version for the Learner’s edition was released in October, 2013 and is available for download now in the iTunes App Store. The application takes advantage of the iPhone and iPad’s advanced features to make the dictionary even easier to use by learners, while still being a faithful adaptation of the print edition. Users can search for characters by SKIP, by radical, by on and kun readings, as well as by English meaning. What’s more, unlike the print edition, users can opt to have Japanese readings displayed in either Romanized Japanese or kana. No kanji dictionary application on the market today offers such a full range of features in such a stunning, user-friendly interface. | library |
https://windycityreader.com/2020/04/03/book-review-the-evening-and-the-morning/?shared=email&msg=fail | 2020-06-04T07:53:33 | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347439213.69/warc/CC-MAIN-20200604063532-20200604093532-00347.warc.gz | 0.966303 | 652 | CC-MAIN-2020-24 | webtext-fineweb__CC-MAIN-2020-24__0__83582002 | en | From the #1 New York Times bestselling author, a thrilling and addictive new novel—a prequel to The Pillars of the Earth—set in England at the dawn of a new era: the Middle Ages
It is 997 CE, the end of the Dark Ages. England is facing attacks from the Welsh in the west and the Vikings in the east. Those in power bend justice according to their will, regardless of ordinary people and often in conflict with the king. Without a clear rule of law, chaos reigns.
In these turbulent times, three characters find their lives intertwined. A young boatbuilder’s life is turned upside down when the only home he’s ever known is raided by Vikings, forcing him and his family to move and start their lives anew in a small hamlet where he does not fit in…. A Norman noblewoman marries for love, following her husband across the sea to a new land, but the customs of her husband’s homeland are shockingly different, and as she begins to realize that everyone around her is engaged in a constant, brutal battle for power, it becomes clear that a single misstep could be catastrophic…. A monk dreams of transforming his humble abbey into a center of learning that will be admired throughout Europe. And each, in turn, comes into dangerous conflict with a clever and ruthless bishop who will do anything to increase his wealth and power.
Thirty years ago, Ken Follett published his most popular novel, The Pillars of the Earth. Now, Follett’s masterful new prequel The Evening and the Morning takes us on an epic journey into a historical past rich with ambition and rivalry, death and birth, love and hate, that will end where The Pillars of the Earth begins.
On Sale Date: September 15, 2020
I bypassed many other ARCs to dive into this treasure. It was so worth it. Total escapism from the world, the story merged seamlessly with The Pillars of the Earth- which I now need to re-read immediately! I know it’s a long time before you can read it, but I wanted to encourage Ken Follett fans to keep your eyes out for it. I’m hoping they may move up the release date.
It has everything, romance, treachery, history, and it’s the kind of book that you can’t put down. One more page, one more chapter, there’s never a good time to put it aside.
There are three principal characters in each novel. They include a builder and planner, a beautiful young lady with a royal background who travels from Normandy in France to marry in Kingsbridge, and a monk whose dream for the abbey that he works in is to make it a learning center for both clergy and laypeople. Remember how much you hated William Hamleigh in Pillars of the Earth? This story has an excellent villain in the Bishop of the area.
All in all, it’s exactly what you’d expect and want from a Ken Follett novel. and was a great immersive escape in these days when you would rather think about a different sort of world. | library |
https://furniture.bestselleroutlets.com/home-office-furniture/bookcases/product-review-for-stony-edge-no-assembly-folding-bookcase-4-shelves-media-cabinet-storage-unit-for-home-office-quality-furniture-natural-wood-color-32-wide/ | 2019-08-24T11:23:05 | s3://commoncrawl/crawl-data/CC-MAIN-2019-35/segments/1566027320734.85/warc/CC-MAIN-20190824105853-20190824131853-00491.warc.gz | 0.934144 | 350 | CC-MAIN-2019-35 | webtext-fineweb__CC-MAIN-2019-35__0__147396446 | en | Stony-Edge Bookcase, 32". Natural Wood Color. No Assembly required
HSN | Craft Essentials 03.07.2018 – 03 PM
Are you tired of presenting your favorite books on a bookcase that's immobile, clunky, or plain? each time someone walks into your home, they learn a little more about you. And more than anything, your bookcase showcases your knowledge, personality and individuality. Stony edge is here to help you take care of your books with a high-quality, beautiful bookcase that's easy to manage, looks great and can be placed almost anywhere! stony edge folding bookcase displays your books and photos with pride. The stony edge folding bookcase adds extra shelving in an instant with four tall shelves that provide plenty of space for books, photos, decor, or your favorite trinkets. With its airy, spindle-side design, this smart wood bookcase will look right at home in any room. The 4-Tier folding bookshelf Arrives completely assembled-all you need to do is fold out the sides, flip down the shelves and it's ready to go! add style to your room now! stony edge's contemporary styled folding bookshelf Bridges the Gap between traditional and modern. With a minimalist construction, this bookcase lets you easily see what books you have available, gives you a decorative piece to add to any room and can be moved around to suit your layout. There is no limit to what you can do with this folding wooden bookcase. This 4-Tier piece is ideal for storage or as a decorative element in the home. Both sturdy and foldable, the stony edge folding bookcase is truly versatile. | library |
https://business.coopersville.com/events/details/cadl-yoga-03-02-2020-23979 | 2020-04-10T02:43:43 | s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585371883359.91/warc/CC-MAIN-20200410012405-20200410042905-00286.warc.gz | 0.893634 | 160 | CC-MAIN-2020-16 | webtext-fineweb__CC-MAIN-2020-16__0__133745608 | en | Come join us at the library for a 4-week session of yoga for beginners! Sarah Weber, a certified Iyengar* yoga instructor, will guide you through four 1-hour classes of foundational poses. All are welcome; no prior experience necessary. (If you have your own mat and/or any props you use at home to practice, please bring them to class.) *For more information on Iyengar yoga, please visit www.Iynaus.org. The four week session is $35, due at the first session. The class will meet on Monday mornings at 9:00 a.m. on February 10, 17, 24 and March 2.
Register online at: https://www.coopersvillelibrary.org/program_registration.html | library |
http://lawsofsegregation.ninacroft.com/exiled/ | 2019-06-20T21:08:07 | s3://commoncrawl/crawl-data/CC-MAIN-2019-26/segments/1560627999273.79/warc/CC-MAIN-20190620210153-20190620232153-00477.warc.gz | 0.974573 | 197 | CC-MAIN-2019-26 | webtext-fineweb__CC-MAIN-2019-26__0__130467304 | en | Breathless Press (August 2012)
Can she risk giving her heart back to a man whose loss nearly destroyed her whole world?
Long ago, a powerful witch named Casterix nearly destroyed the world of Arroway out of grief for the murder of her mate, Callum. She spent those years since exiled on Earth, believing she could never return home.
Unbeknownst to her, the power of their connection tied Callum to their world despite his demise. While she hid away, his spirit remained lost in dimension between life and death, until he finally found a way to return to her.
Now, after a thousand years, the two are reunited. But their reunion is less than joyous.
Arroway is dying. The witches are close to extinction. It will take the combined power of Casterix and Callum to save their world. But can she risk caring for him as she used to, when their separation tore her apart? | library |
http://7inches.blogspot.com/2010/10/new-bible-touchable-sound-from.html | 2017-04-28T08:07:26 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122886.86/warc/CC-MAIN-20170423031202-00073-ip-10-145-167-34.ec2.internal.warc.gz | 0.964614 | 666 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__88607080 | en | I talked with Mike Treff from Soundscreen design about the amazing book he co-curated with Brian Roettinger, and Diego Hadis about US 7" record design. It goes further than just a coffee table book of reproductions of 7" sleeves, they approached the book with the idea that the modes of production should be just as important as the graphic "art" itself.
Of course I completely agree...the thing that truly makes the 7" great a lot of times has to do with the handmade nature of the object as much as the artwork on the sleeve....or the music inside for that matter. I think they are tackling a whole new angle in history of the 7", a history that's just getting started.
But they didn't just stop with the information about singles, the press runs, the designers, they made the book itself a similar handmade artifact. All of the 7"'s were sent in by collectors around the US, photographed and reproduced in full color, which let's face it you'd be crazy not to do, but there's different paper stocks and page sizes. It's like McSweeneys and 7inches came together...they created a piece of art as amazing as the singles inside they celebrate, except that they will press this for whoever wants it...which is not the case with anything pictured in this book.
If you have ever thought about starting a label and pressing a 7", or just bought your first 7" from your favorite band on tour, this book is an essential resource.
If you think you know everything about 7"'s, and your collection is complete...this book will prove you wrong...and educate you about something you can actually use in the real world.
7"'s are freaking awesome.
Download the interview here.
Now available for pre-order is Soundscreen’s latest book, Touchable Sound: A Collection of 7-inch Records from the USA.
In an era that advocates streamlined product, and music at the click of a mouse, Touchable Sound celebrates those independent-minded bands and labels that make their own records and relish the opportunity to produce labor-intensive one-off artifacts. As Henry H. Owings puts it in his introduction, the book honors “those who invest countless hours of themselves to further their art. It’s about having an attention to detail and a disinterest in the bottom line.”
Organized by region, Touchable Sound focuses on unique, exquisite examples of American 7-inch-record packaging. Spanning nearly 25 years, it lovingly documents the obscure and the hard-to-find with help from musicians, artists, and label owners. Many of these records-by bands as diverse as the Locust, Olivia Tremor Control, Angel Hair, Stereolab, Los Crudos, the Melvins, and more—have never before been seen by a wide audience, and were originally pressed in extremely limited editions.
Curated by Brian Roettinger, Mike Treff, and Diego Hadis, the book features over 300 records and 600 bands that have set the bar for record packaging and design. The official release is set for October 5th, but make sure you reserve your copy by pre-ordering. | library |
http://global-cities.info/content/project/mapping-the-movies-understanding-post-war-cinema-as-a-located-example-of-globalization-in-process-2 | 2017-04-29T01:39:44 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917123172.42/warc/CC-MAIN-20170423031203-00557-ip-10-145-167-34.ec2.internal.warc.gz | 0.87725 | 250 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__306238989 | en | |Mapping the movies: understanding post-war cinema as a located example of globalization-in-process|
This project investigates the significance of Australian cinemas as sites of social and economic activity. The project analyses the responsiveness of cinemas and their audiences to social and cultural change through several detailed case studies. We investigate distribution practices and audience preferences using a combination of archival, demographic and spatial data and oral histories. As one of the first Australian research projects to produce historical maps of the social, economic and cultural patterning of media consumption, the project makes a groundbreaking contribution to the analysis of regional and community differentiation in Australian media and cultural history and enhances our understanding of the ways in which local media practices sustain community identities.
|Start By||29 December 2007|
|Completed By||29 December 2010|
ARC Discovery Grant
|Outcomes||Deb Verhoeven, ‘Film, Video, DVD and Online Delivery’, Media and Communications in Australia, 5th edition, Stuart Cunningham and Graeme Turner (eds), Allen & Unwin, Sydney, 2010 (in press);
Deb Verhoeven, ‘Diasporic Cinemagoing and National Cinema'.
Globalization and Culture
Melbourne – Australia | library |
https://cibolo.org/calendar/storytime/ | 2023-09-25T19:54:13 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510085.26/warc/CC-MAIN-20230925183615-20230925213615-00455.warc.gz | 0.880051 | 103 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__287682470 | en | Join us Wednesdays at 10:00am for nature-themed storytime!
Come down to The Cibolo Visitor Center for educational storytime and activities for little ones ages 3-5. New topics every Wednesday to get kids excited about nature!
We will hold storytime 9/13/23 through 11/8/23 (not meeting on 10/11/23).
There is a suggested donation of $5 per family to help keep our program running. | library |
https://sidhartharya.me/braindump/20210406125520-algorithms/ | 2021-10-27T03:07:21 | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323588053.38/warc/CC-MAIN-20211027022823-20211027052823-00170.warc.gz | 0.709824 | 119 | CC-MAIN-2021-43 | webtext-fineweb__CC-MAIN-2021-43__0__2038951 | en | An algorithm is any well defined computational procedure that takes some value or a set of values, as input and produces some value, or set of values as output (Rayward-Smith et al. 1991 )
Rayward-Smith, V. J., Thomas H. Cormen, Charles E. Leiserson, and Ronald L. Rivest. 1991. “Introduction to Algorithms.” The Journal of the Operational Research Society 42 (9). JSTOR:816. http://dx.doi.org/10.2307/2583667. | library |
http://conferences.unitedway.org/harwood | 2017-10-18T11:22:38 | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822930.13/warc/CC-MAIN-20171018104813-20171018124813-00277.warc.gz | 0.910736 | 601 | CC-MAIN-2017-43 | webtext-fineweb__CC-MAIN-2017-43__0__190521630 | en | The Harwood Public Innovators Lab
Co-hosted by United Way Worldwide and The Harwood Institute for Public Innovation, The Harwood Public Innovators Lab is a 2.5-day experience to help you and your organization learn what it means to Turn Outward – to use the community, not your conference room, as your reference point for choices and action.
Applied learning. Real-life scenarios. Action, not theory.
Learn how to make the community - not your conference room - the reference point for your choices and action.
This year’s Lab will take place December 11-13 at the Mary M. Gates Learning Center in Alexandria, Virginia.
If you Turn Outward and make more intentional judgments and choices in creating change, you will produce greater impact and relevance in your community. The Harwood Institute has partnered with some of the world’s largest nonprofit networks including United Way Worldwide, AARP, Goodwill Industries International, the American Library Association, the Corporation for Public Broadcasting and others to spread this approach, which is being used across the U.S. and increasingly worldwide.
The Lab was recently redesigned to be more applied, more practical, and more hands-on. You will leave with a clear action plan for things you can do to increase your impact the day you return home. Additionally, all Lab alumni receive:
- Access to more than 2,000 public innovators worldwide through our Public Innovators Listserv
- Three months of weekly tools, real world case studies, and tips on using what you’ve learned plus our monthly newsletter and Rich Harwood’s “Redeeming Hope” blog
- A Public Innovator Toolkit print ready for you to use with your staff and partners
- A library of videos that you can use to spread what it means to Turn Outward
The Public Innovators Lab is foundational for any organization seeking to drive change in their community. We encourage you to bring a cross-functional team if possible or at least another colleague to share the experience. The Lab is designed for senior teams or individuals that have responsibility for developing strategy and driving execution.
Click here for a previous program agenda.
REGISTRATION IS NOW OPEN!
Click here to register.
Early registration is $995.00.
After November 2, the registration fee is $1095.
This course is available for both United Ways and their local community partners. To register a community partner, please use this link.
The Harwood Public Innovators Lab will be held at United Way Worldwide’s Mary M. Gates Learning Center located at 701 N. Fairfax Street, Alexandria, VA 22314.
Information on local hotels can be found here. See the VISIT US tab at the top of this page for more information on transportation and travel to the area.
For questions on this course, please email [email protected]. | library |
https://rgd.mcw.edu/rgdweb/report/reference/main.html?id=61633 | 2022-01-16T11:14:11 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320299852.23/warc/CC-MAIN-20220116093137-20220116123137-00194.warc.gz | 0.880475 | 424 | CC-MAIN-2022-05 | webtext-fineweb__CC-MAIN-2022-05__0__188776522 | en | Cloning and functional characterization of the rat stomach fundus serotonin receptor.
Foguet, M Hoyer, D Pardo, LA Parekh, A Kluxen, FW Kalkman, HO Stuhmer, W Lubbert, H
||Foguet M, etal., EMBO J 1992 Sep;11(9):3481-7.
||(View Article at PubMed) PMID:1505525
A DNA segment homologous to the third exons of the serotonin 1C and 2 receptor genes was isolated from a mouse genomic library. The positions of the introns flanking these exons were conserved in the three genes. To examine whether the new fragment was part of an active gene, we used a quantitative PCR protocol to analyse rat RNAs from different tissues and ages. The gene was expressed in stomach fundus at an abundance of 1 x 10(5) mRNA molecules. This tissue contracts in response to serotonin via a receptor that has previously resisted classification. We constructed a cDNA library from rat stomach fundus and isolated clones containing 2020 bp inserts with open reading frames of 465 amino acids comprising seven putative membrane-spanning regions. The protein was transiently expressed in COS cells and binding of serotonergic ligands to the membranes was analysed. The pharmacological profile resembled that described for the serotonin-stimulated contraction of the stomach fundus. After expression of this receptor in Xenopus oocytes, the application of serotonin triggered the typical chloride current which presumably results from the activation of phospholipase C. The coupling to this response system was less efficient than that of the 5-HT1C or 5-HT2 receptors.
Objects referenced in this article
||5-hydroxytryptamine (serotonin) receptor 2B | library |
https://libguides.massgeneral.org/NS532 | 2023-12-08T18:18:47 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100769.54/warc/CC-MAIN-20231208180539-20231208210539-00692.warc.gz | 0.924051 | 554 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__8001938 | en | For NS 532, you will be asked to use research evidence to write your discussion posts. This will require searching library databases for scholarly articles and may need you to describe your search process. Use this course guide to help you with finding evidence for your discussion posts.
Click on a workshop below to self-enroll. Or see the complete list of available workshops.
(influenza OR flu) AND (handwashing OR “hand washing” OR “hand hygiene”) AND (prevention OR prevent OR intervention) AND (children OR students OR schools OR pediatric)
OneSearch is a library tool that searches all of our databases at the same time. You can search for journal articles or e-books.
Are you looking for a specific article or e-book? Type the title into the search box. When you click the search button, the results page will tell you if we have the article or e-book in full text.
Look for the PDF Full Text or Get it from MGH eTreadwell icons on the results page. Click on them to get to the full text.
Are you searching a topic? Type your keywords into the search box and click the Search button. Results will be ranked by relevancy. Use the limits on the left hand side to narrow down your results.
This term refers to a method of vetting articles or other materials most commonly for inclusion in a journal.
It involves having colleagues who are knowledgeable in a discipline examine articles before they are published, and it is a way to help verify that the research an article presents is sound and its conclusions logical.
In the health and social sciences, most often a primary source is a report of the results of an experiment or research study. The most common source format these take are published articles found in scholarly journals or conference papers.
Why Choose Primary Sources
Primary Sources represent the best evidence to support an argument. When you examine a primary source, you get to see all of the relevant information about the study as well as the authors' interpretation of the results of that study. You can then come to your own conclusions about the significance, relevance, and meaning of those results as they apply to your topics of interest. If instead you rely on the interpretations of another author, say from a literature review or other secondary source, you can run into trouble, because their point of view might cloud their interpretations and could lead you astray. Therefore, when you can, you will want to select primary sources to cite in your papers and other academic work.
Identifying Primary Sources
However, not everything published in a scholarly journal or presented at a conference will be a primary source. Here are some things to look for. | library |
http://www.futbal.org/anthology/reviews.html | 2021-06-21T13:14:40 | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623488273983.63/warc/CC-MAIN-20210621120456-20210621150456-00051.warc.gz | 0.879374 | 394 | CC-MAIN-2021-25 | webtext-fineweb__CC-MAIN-2021-25__0__9950945 | en | "Rarely does one have the pleasure of seeing so many poets violate the truth that no one
can be in two places at once.
Indivisible provides hundreds of local
poetic delights and deserves a place among the best anthologies of poetry."
- Billy Collins
Former U.S. Poet Laureate
"Indivisible is seamless passion, held together by the will to cross borders and embrace that which
is sacred in the individual.
This collection of poems underscores a voyage through physical and
psychological time and space, but it also clearly
undermines any notion of a diaspora of the soul
and spirit. Moments of graceful resiliency are captured again and again, and
an unbroken map of lyrical recollection. There are lived lives behind these marvelous poems."
- Yusef Komunyakaa
Distinguished Senior Poet at NYU
"No-one can speak for 'America' or 'Humanity,' but these poems give us a glimpse of both.
Scattered among them are treasures
and heartbreaks, mercurial descriptions of life and languid
backward glances at what is left behind, what cannot be recovered.
This is a language map of
South Asian America. Come. Come for a ride."
- Vijay Prashad
author of The Darker Nations: A People's History of the Third World and
The Karma of Brown Folk
"Like seedlings breaking through concrete cracks, the poems collected in
Indivisible widen the literary landscape and expose
the reader to fresh terrain.
Gathering together for the first time an expansive and varied set of voices
representing the breadth
of South Asian American poetry, reading Indivisible is
like witnessing the wings of a newly discovered bird, outstretched,
for an untouched horizon."
- Matthew Shenoda
author of Seasons of Lotus, Seasons of Bone | library |
https://livelinkdirectory.com/frankie-meyer-vintage-city-and-county-directories-can-be-a-godsend-for-finding-treats-lifestyles/ | 2022-11-27T09:57:11 | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710218.49/warc/CC-MAIN-20221127073607-20221127103607-00240.warc.gz | 0.970898 | 496 | CC-MAIN-2022-49 | webtext-fineweb__CC-MAIN-2022-49__0__290745413 | en | Frankie Meyer: Vintage city and county directories can be a godsend for finding treats | Lifestyles
Have you used city and county directories in your genealogy research? The booklets were published annually in the late 1800s and early 1900s. They were often divided into two parts.
In the first section of the booklet, the adults’ names were listed in alphabetical order. Each entry included the person’s occupation, address and place of work. The names and addresses of businesses, cemeteries, hospitals, newspapers, charities, post offices, schools and churches were also listed.
If a person was married, the name of the spouse was entered. If a woman was widowed, the inscription sometimes included the name of the deceased spouse. The names and ages of the children were often listed, in addition to the names and ages of the tenants. Some directories place the letter “r” in front of the tenants’ address and the letter “h” in front of the owners’ address.
The second section of the booklet listed the streets, along with the house addresses on each street and the names of the adults in each residence. By checking this section, researchers can learn the names of relatives who lived nearby. Most brochures also included a map.
By comparing details in directories from adjacent years, researchers can often identify important dates in an ancestor’s life. Examples are a person’s year of birth, marriage, divorce or death. A researcher can also find out the year a person changed jobs, graduated, left school, immigrated, moved to an area, left the area, or moved from one place in town to another.
The Library of Congress has the largest collection of directories. Old booklets are also found in libraries, museums, genealogical societies, historical societies, and county records centers. Many directories have been digitized and are accessible to subscribers of FamilySearch.org and similar subscription sites. When looking for families in Carthage, Carterville, or Joplin, check the directories at the Jasper County Records Center, located at 125 Lincoln St. in Carthage.
Sometimes residents of African American ancestry were listed in a separate section or booklet. Directories for black residents of southwestern Missouri have been compiled in Volumes I and II of “Black Families of the Ozarks.” These volumes are available at libraries in southwestern Missouri. | library |
https://www.glennerickmiller.com/camper-girl | 2023-09-30T04:01:21 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00579.warc.gz | 0.871935 | 375 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__217776335 | en | When her beloved aunt dies, SHANNON BURKE is left with a cryptic letter, a hand-drawn map, and an old Toyota camper. Then she loses her job, her boyfriend, and any hope that her life will play out like she planned.
Her aunt's notes lead homebody Shannon deep into New York's Adirondack wilderness where she scales mountains, discovers hidden waterfalls, digs for buried treasure, and most importantly, gets lost. In the end, she discovers the life-changing secret behind her aunt's final gift and learns that a person’s path through life is never clearly marked.
CAMPER GIRL is a Young Adult novel published by Fitzroy Books, a subsidiary of Regal House Publishing.
"A tender and poignant coming-of-age novel."
~ Jennifer Caloyeras, author of Strays
"Good guidance for all of us in these uncertain times."
~ Michelle Caffrey, author of Bring Jade Home
"Should be included in every school library. Reminds young adults that they can take the road less traveled."
~ Eric Hoffer Book Awards
"Riveting...brilliantly portrays the insecurities faced by teenagers while growing up."
~ Readers' Favorite Reviews
GOLD MEDAL, YA ~ Eric Hoffer Book Awards
GRAND PRIZE SHORT-LIST ~ Eric Hoffer Book Awards
BRONZE, YA ~ Florida Book Awards
BRONZE, REGIONAL FICTION ~ IPPY Awards
BRONZE, YA ~ Moonbeam Children's Book Awards
FINALIST, FICTION ~ CNY Book Awards
FINALIST, YA ~ Next Generation Indie Book Awards
FINALIST, YA ~ American Fiction Awards | library |
https://aimc2023.pubpub.org/pub/8x9jxz9a/release/3 | 2023-09-30T23:11:39 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510730.6/warc/CC-MAIN-20230930213821-20231001003821-00549.warc.gz | 0.906198 | 1,277 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__190954103 | en | AI Music Improvisation by Franziska Schroeder (sax/AI art) and Federico Reuben (ML/live coding).
This a 20-30mins duo live improvised music performance set, using machine listening and AI generated music materials. The PRISM SampleRNN / neural network has been trained, using original saxophone input by Franziska Schroeder.
In this duo we incorporate live improvised music, with AI generated source material (i.e. some of the input from the PRISM neural network training data set), combined in a live coding setup.
In terms of AI techniques for audio generation, we will be using two approaches:
We've generated audio material (with different settings, e.g. temperature) using PRiSM SampleRNN (https://github.com/rncm-prism/prism-samplernn. implemented by Christopher Melen) trained on a large dataset of recordings of Franziska playing the saxophone. We will be using the pre-rendered audio files of the generated audio, in combination with the original recordings in the dataset, during the live performance as material that will be intuitively remixed through live coding - the live coder will be making decisions during the performance, selecting between different files and using the live analysis of Franziska's input (through a microphone) to match it (by selecting different audio features/parameters during the performance) to different segments of the different audio files.
We've trained a RAVE model (https://github.com/acids-ircam/RAVE, Caillon and Esling) using Franziska's recordings and we will use the RAVE UGen in SuperCollider (https://github.com/victor-shepardson/rave-supercollider, implemented by Victor Shepardson from the IIL in Iceland) for real-time processing (latent representation and autonomous generation).
Both of these approaches will be used within the context of the improvisation, and the live coder will co-create with the live performer and computer by intuitively accessing these AI-generated materials, and mix them with other effects, algorithmic processes, analysis and samples, depending on what is happening during the improvisation. We will be using SuperCollider with some live coding libraries by Reuben (https://github.com/freuben/Radicles) as well as other well known libraries such as JITLib.
Visuals using #StableDiffusion will be projected. The visuals are based on a prompting technique developed by Franziska, and that connect intimately to the performance, the specific performers and their instruments.
The duo explored similar AI ideas in a performance as part of the AI and Music conference, KTH Royal Institute of Technology, Sweden, Stockholm, 2022.
Youtube Links to previous Improvisations, using AI generated visuals:
#AiArt, #StableDiffusion #Deforum - improvised materials using saxophone and live coding. Live recording in Stockholm, Sweden, 21 November 2022.
A triptych representation of an AI generated architectural model with processed saxophone sounds.
Franziska Schroeder is a saxophonist and improviser, originally from Berlin.
She has recorded her music on diverse labels (pfMentum, Creativesources, Bandcamp). Her research on ethnographies of improvisation cultures in Brazil (2013) and Portugal (2016) are published online. Franziska works as a Professor of Music and Cultures at the Sonic Arts Research Centre, at Queen’s University Belfast, where she also leads the research team “Performance without Barriers” - a group dedicated to researching more accessible and inclusive ways to designing music technologies for and with disabled musicians. The group’s agenda-setting research in designing virtual reality instruments was recognised by the Queen’s Vice Chancellor’s 2020 Prize for Research Innovation.
Federico Reuben is a composer, sound artist and live-electronics performer. His work includes compositions for acoustic, electroacoustic and mixed ensembles, laptop improvisations, computer-mediated performances, fixed media, hybrid works, installations, collaborations and computer programs. As a laptop improviser he has performed with improvisers such as Elliott Sharp, John Edwards, Steve Noble, Mark Sanders, London Improvisers Orchestra, Tony Marsh, Alekander Kolkowski, Ingrid Laubrock, Alexander Hawkins, Dominic Lash, Rachel Musson, Javier Carmona, Mark Hanslip and Paul Hession. He is also co-founder of netlabel and artist collective squib-box with Adam de la Cour and Neil Luck. Currently, he is Associate Professor at the School of Arts and Creative Technologies, University of York, where he is director of research. Federico is Co-I in the AHRC-funded network ‘Datasounds, Datasets and Datasense: Unboxing the hidden layers between musical data, knowledge and creativity’.
This is a duo of live improvised music using AI-generated music materials and ML techniques. We trained PRiSM SampleRNN model using a dataset of original saxophone recordings by Franzisksa to generate new audio materials. The original dataset, as well as the pre-rendered audio materials, are accessed during the improvisation through stochastic and MIR techniques. We also trained the RAVE model using Franziska’s saxophone input and we use the RAVE UGen (ported by Victor Shepardson) in SuperCollider for real-time processing. Both of these approaches will be used in the improvisation, and the laptop improviser will interact with the saxophonist by intuitively accessing these AI-generated materials and techniques, as well as mixing them with other effects, sample and algorithmic processes, depending on what is happening during the improvisation. We will be using Supercollider with libraries by Federico, as well as other well known love coding libraries such as JITLib. Visuals using StableDiffusion will be projected. The visuals are based on a prompting technique developed by Franziska, and that connect intimately to the performance, the specific performers and their instruments. | library |
https://www.sugarboxclinic.co.uk/knowledge-centre/ | 2024-02-21T16:15:41 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473518.6/warc/CC-MAIN-20240221134259-20240221164259-00056.warc.gz | 0.94696 | 141 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__182100268 | en | We understand that choosing the right treatment and practitioner for you is an important decision to get right. We believe that the more knowledge you have, the more informed your decisions will be.
As a dedicated, professional, fully transparent and highly qualified team, who cares deeply about your wellbeing, we are making it our priority to give you all the facts upfront and open.
That's why we have built and will continue building our dedicated Sugarbox Knowledge Centre. A clear and honest resource, enabling you to browse a library of information and learn more about each treatment service.
Our aim is to give you a straightforward guide to learn all that you need to know about treatments that you’re interested in. | library |
https://www.jfmusicservices.com/published-articles/ | 2023-09-24T17:56:44 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506658.2/warc/CC-MAIN-20230924155422-20230924185422-00199.warc.gz | 0.782551 | 310 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__158616507 | en | Judith Finell is co-founder and editor of Your Inside Track, a newsletter on music and copyright.
Additional publications are below. Click on the article title to view.
- New York State Bar Association Entertainment, Arts and Sports Law Section Journal, “Scandalous Notes: A Musicologist Discusses New Developments in Music Technology That Challenge Copyright Attorneys and Expert Witnesses,” Special Edition 2008, Vol.19, No.1.
- New York State Bar Association Entertainment, Arts and Sports Law Section Journal, “The Outer Reaches of Copyright Protection: Creative Arts, Style and the Law,” Fall/Winter 2002, Vol. 13, No. 3.
- Thomson & Thomson’s Client Times, “Using an Expert Witness in a Music Copyright Case,” Volumes.1 and 2, 2001.
- The New York Times, “Westchester Q&A: Judith Greenberg Finell. Name That Tune, and Prevent a Rip-Off,” August 27, 1995.
- New York Law Journal, “Musicologist Takes Look At Recent Court Rulings,” Part One of Three, May 15, 1992.
- New York Law Journal, “How A Musicologist Views Digital Sampling Issues,” Part Two of Three, May 22, 1992.
- New York Law Journal, “A Musicologist Discusses Disguised Infringement,” Part Three of Three, May 29, 1992. | library |
https://dailybamablog.com/the-silent-strength-why-reading-is-essential-for-mens-mental-health-alabama-mens-clinic/ | 2024-02-24T13:54:04 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474533.12/warc/CC-MAIN-20240224112548-20240224142548-00446.warc.gz | 0.914052 | 796 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__41300306 | en | In the realm of men’s mental health, reading often remains an overlooked and underestimated tool. However, delving into the world of books can be a powerful resource for nurturing and maintaining emotional well-being. In this article, we explore the unique thoughts of Alabama Men’s Clinic.
Emotional Expression and Self-Reflection
Reading provides a safe and constructive outlet for emotional expression. Through the pages of a book, men can explore a wide range of emotions and experiences, allowing them to process their own feelings and thoughts in a non-threatening manner. Fictional characters and their stories become mirrors through which men can reflect upon their own lives, fears, hopes, and dreams. This process of self-reflection fosters self-awareness, emotional intelligence, and a deeper understanding of oneself.
Escaping the Noise: Finding Solace and Inner Peace
In a world filled with noise, constant stimulation, and digital distractions, reading offers a sanctuary of solace and inner peace. Immersing oneself in a captivating book provides a temporary escape from the stresses and pressures of daily life. It allows men to retreat into a quiet space where they can find respite, recharge their mental energy, and engage in self-care. This quietude promotes mindfulness, reduces anxiety, and cultivates a sense of calm and balance within.
Empathy and Connection: Bridging Emotional Gaps
Reading fosters empathy and emotional connection. When men engage with characters and narratives that portray different life experiences, they develop a deeper understanding of the human condition. This heightened empathy enhances their ability to connect with others on an emotional level, strengthening relationships and fostering a sense of community. By immersing themselves in diverse stories, men can bridge emotional gaps, embrace diversity, and develop a greater appreciation for the shared struggles and joys of humanity.
Stress Reduction and Mental Resilience
The act of reading has been shown to reduce stress levels and promote mental resilience. As men immerse themselves in a book, their attention shifts away from daily worries and concerns, allowing their minds to unwind and relax. Reading stimulates the imagination, transports individuals to new worlds, and engrosses them in captivating narratives. This mental escapism alleviates stress, promotes a sense of well-being, and equips men with the mental resilience needed to face life’s challenges.
Expanding Emotional Vocabulary and Communication Skills
Reading contributes to the expansion of emotional vocabulary and enhances communication skills. Through exposure to various writing styles, character dynamics, and nuanced emotions, men develop a broader range of words and expressions to describe their own feelings. This expanded emotional vocabulary not only aids in articulating thoughts and emotions effectively but also facilitates deeper and more meaningful connections in personal relationships. Men who read regularly often find themselves better equipped to express their needs, listen empathetically, and communicate with authenticity.
Inspiration and Personal Growth
Books are a wellspring of inspiration and personal growth. Whether through non-fiction self-help books, biographies of inspirational figures, or works of fiction that explore the human condition, men can gain valuable insights, life lessons, and motivation for personal development. Reading exposes them to different perspectives, diverse experiences, and alternative ways of thinking. It ignites the flame of curiosity, encourages lifelong learning, and fosters a growth mindset.
Reading is a silent strength that holds immense power for men’s mental health. By embracing the written word, men can embark on a journey of emotional expression, self-reflection, and inner peace. The act of reading nurtures empathy, reduces stress, expands emotional vocabulary, and fuels personal growth. It is a valuable tool in building emotional resilience, fostering meaningful connections, and promoting self-care. So, pick up a book, explore the pages, and unlock the silent strength that lies within the realm of reading for men’s mental well-being. | library |
https://www.communityschoolsrevolution.org/advanced-praise | 2023-12-10T09:58:42 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679101779.95/warc/CC-MAIN-20231210092457-20231210122457-00292.warc.gz | 0.947424 | 2,363 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__136525509 | en | The Community Schools Revolution demonstrates how cities and districts across the country have designed strategies over the past three decades that enable schools to close opportunity and achievement gaps for historically marginalized students. The authors offer strong evidence and vivid examples that make a compelling case for community schools as an effective school improvement strategy – one that can be adapted to a wide variety of local contexts.
Linda Darling-Hammond, Professor Emerita, Stanford University, and President, Learning Policy Institute
Community schools are the equity strategy of our time. The long history of community schools is rooted in racial and social justice. The authors effectively capture the stories, reflections, and successes that define the impact and potential of the modern community schools movement across the country.
Becky Pringle, President, National Education Association
Addressing educational, social, and economic inequality is the issue of our time. The Community Schools Revolution takes on this challenge by documenting how cities and districts around the United States have acted collectively to organize school and community resources around student success. In their narrative, the authors ably document the growth, successes, and challenges of a quiet social movement that began 30 years ago, is flourishing now, and promises ongoing results for the future.
Darren Walker, President, Ford Foundation
The authors have expertly gathered their collective wisdom, the experiences of those doing the work, and the decades of evidence supporting this strategy to beautifully illustrate what makes community schools successful. And they show the path forward, building off the lessons we have learned until every school is a community school. The stories highlighted show not only the journey, but the impact community schools have had on students, teachers, and families. In diverse communities from Ohio to New Mexico, New York to California, the community schools strategy has brought schools and families together and helped them to organize local resources, assets, and partners not only to address challenges, but to create new opportunities for kids and communities to thrive. This is an important read for anyone wanting to better understand what is possible when the community and schools work together and learn how it can be done.
Randi Weingarten, President, American Federation of Teachers
For each of us committed to replenishing U.S. democracy and justice, we know well that bottom-up social movements must be a central driving force. But we often wonder: what do these movements actually look like – from ideas to theory to organizing to practice? This book powerfully makes plain all these elements in describing the most potent social movement in public education, the community schools movement, which is dramatically expanding the life chances for literally hundreds of thousands of young people across the country. This book, co-written by key figures who helped build the movement over the past 30 years, is a must-read for anyone wanting truly equitable, democratic improvements in public schools driven by and with their communities.
Cyrus Driver, Director, Partnership for the Future of Learning
How very sad that we still need a book like this, arguing what should have been obvious long ago: if we are serious about wanting every child to flourish, then children from underserved communities need the same kind of enriching, stretching, challenging, connecting experiences automatically available to children in privileged communities. It is hard to read these instructive and inspiring case studies and not wonder why we aren’t doing this kind of work everywhere.
Charles Payne, Henry Rutgers Distinguished Professor of African American Studies and Director, Joseph Cornwall Center for Metropolitan Research, Rutgers University, Newark
The Community Schools Revolution, co-authored by pioneers in the field, lays out all the significant issues in developing and launching successful community schools. After reviewing the detailed accounts of six U.S. cities, one walks away from this classic with ideas about the many ways to build community schools and thus transform communities in any city in the nation.
Laura Bronstein, Dean, College of Community and Public Affairs, and Professor, Department of Social Work, Binghamton University
Did you know that chronic absenteeism has doubled since the onset of the Covid 19 pandemic and now affects nearly one of three students in the United States? Wondering how to address this daunting reality? Read The Community Schools Revolution for inspiration. Drawing upon powerful stories from across the United States, the authors show how schools, working together with a wide array of partners, can truly make a difference. By investing in relationship building and engaging learning experiences, community schools motivate “showing up.” Weaving together resources, community schools provide students and families with the health, economic and social support needed to overcome barriers to getting to school. Committed to listening to student and family voices, community schools offer pathways to success that build upon community assets and respond to local realities.
Hedy Chang, Executive Director and President, Attendance Works
I know the power of community to enable our young people to learn and thrive. The Community Schools Revolution demonstrates how to harness that power and return public schools to their vital role as centers of community and engines of community change.
Arne Duncan, former U.S. Secretary of Education
This book comes at just the right time, as more school communities across the country explore the power and possibility of community schools to integrate transformative models of leadership, engagement, and learning -- all deeply rooted in the interests, experiences, and needs of students and families. The authors provide context, history, and vivid examples of how diverse places have taken the idea of community schools and made it their own. It’s a valuable and inspiring resource for anyone interested in understanding what is possible when a broad range of stakeholders come together, roll up their sleeves, and work to reimagine new ways of being, learning, and leading together.
Sophie Fanelli, President, Stuart Foundation
The Community Schools Revolution provides important and insightful analyses of the origins of and rationale for community schools, illustrated through several instructive case studies of initiatives across the country. New entrants to the community schools field and experienced practitioners alike will benefit from the perspectives of the authors – all of whom are giants in the movement.
Abe Fernández, Vice President for Collective Impact and Director, National Center for Community Schools, Children’s Aid
The Community Schools Revolution is a must-read for people looking to improve our education system and strengthen our society. The authors bring a wealth of experience, knowledge, and insight to this book. By describing community school initiatives around the country, and the partnerships that drive them, the authors share lessons that are immensely valuable to the afterschool community. We should all support the continuing success of the community school movement they describe.
Jodi Grant, Executive Director, Afterschool Alliance
The Community Schools Revolution is an innovative book that delves into the profound effects of community schools on education, social justice, and democracy. Written by esteemed authorities in the field, the book illuminates the transformative capacity of community schools in nurturing partnerships, empowering communities, and promoting equitable educational opportunities for all students. It is an essential resource for educators, policymakers, and advocates who are dedicated to advancing education and social progress.
John H. Jackson, President and CEO, Schott Foundation for Public Education
The community schools movement has grown exponentially over the decades, firmly planting the essential role this strategy plays in creating and coordinating opportunities for children, youth, families, and communities to thrive. The Coalition for Community Schools continues to be at the heart of the movement to help further this essential engagement strategy to bring about meaningful and lasting education systems change. This book chronicles the key inflection points and lessons that will inform the field into the future.
Eddie Koen, President, Institute for Educational Leadership
The Community Schools Revolution draws upon the achievements of six different community school initiatives to elaborate critical implementation lessons for on-going and future undertakings. The authors, four veteran community school thought leaders, make a distinguished contribution in detailing a quarter century’s evolution of the community school movement to connect the “why” of community schools to the “how” of effective implementation in different local, regional, and state contexts.
Milbrey McLaughlin, David Jacks Professor of Education Emerita, Stanford University
Early engineers hoped education in the United States would bolster and sustain democratic principles. Similar to other parts of our democracy, the realities of both our investment in and execution of schools haven’t lived up to the goals of fostering freedom and equity. Community schools provide a practical pathway to recapture the purpose and promise of public education. To transform schools with communities as partners, we must follow the evolution, learn from the pioneers, and take the strategy of community schools into an ever-shifting future of learning. The Community Schools Revolution takes us on that journey and challenges us to chart the future of community schools with high-quality and sustainable systems; collaborative, innovative, and responsive approaches; and an ever-present focus on students within the context of their broader ecosystems. I hope every practitioner in Maryland will read this book to inform our ongoing expansion and implementation of community schools.
Ellie Mitchell, Director, Maryland Out of School Time Network
Transforming schools into community schools was very important before the pandemic, but even more so now. Today’s and tomorrow's economy, jobs, and civic fabric need much better-prepared young people and with a wider range of skills, interests, and capacities, including to learn to adapt and work together in teams. A higher quality school day is more important than ever, but schools -- and the regular school day activities and educators -- cannot meet these challenges alone. Students and families need the benefit of powerful positive relationships and the collective impact among school day personnel, comprehensive afterschool and summer enrichment opportunities, and a community’s people and supports. They clearly complement and strengthen each other, making the whole of a community school bigger than the sum of its parts. This new book provides the essential concepts, underpinnings, frameworks, and outstanding examples of how to start and grow community schools in your community and state.
Terry Peterson, Education Consultant, Charles Stewart Mott Foundation; Senior Fellow, Riley Institute
Joy Dryfoos, a pioneer of the community schools strategy, said that “full-service community schools have the capacity to bring together in one space the resources and personnel that can strengthen both the school and the community.” She was, of course, right. Today’s community schools address the needs of the whole child in a comprehensive way, enabling students to access the kinds of services they need to perform their best in school and in life: academic, health, mental health, social-emotional, and so much more. Simply put, community schools help to level the playing field by providing equitable access to the resources all students need to thrive. We all have a common stake in our communities, so we all have a role to play in improving them for the benefit of all children.
Betty Rosa, New York State Commissioner of Education
We are in the midst of a great awakening that the authors of this work have stirred into reality decades ago. Partners all across the country are working with schools as the hub of service and support for students and families and this field is catching the attention of policy makers, educators, and funders in substantial ways. We can no longer stand for harm that is inflicted when we ignore the challenge of connecting the disconnected.
Rey Saldana, President and CEO, Communities in Schools
The founding leaders of the community schools movement have given us a path forward in The Community Schools Revolution. Democracy, equity, collaboration, and leadership will guide our path forward.
Jose Muñoz, Director, Coalition for Community Schools | library |
https://www.edibleforestgardens.com/about-the-book | 2024-04-19T17:52:36 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817442.65/warc/CC-MAIN-20240419172411-20240419202411-00432.warc.gz | 0.902602 | 524 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__3646583 | en | About the Books
This comprehensive two-volume book constitutes an in-depth course in ecological garden design. Written in a passionate, clear, and engaging style, it integrates the vision and ecology of forest gardening with practical design, establishment, and management strategies. While Edible Forest Gardens was written as an integrated whole, each volume can stand alone as valuable learning tools and references.
No other book on forest gardening integrates ecology and design as thoroughly, and with such rigor, as this. The two volumes combine to give you the most up-to-date and advanced synthesis available on the subject. If you are serious about ecological gardening, ecological horticulture, permaculture design, or forest gardening—whether you are an amateur, a professional, a student, a researcher, or just a hard-core eco-freak—then the two-volume set is for you. It is an investment in intellectual capital that will pay dividends for years to come.
Volume 1: Ecological Vision and Theory
Hardcover. 8 x 10. Approximately 356 pages.
Numerous color and black and white photos, illustrations, and tables. Bibliography, glossary, index, plant and resource lists.
This volume begins with an overview of the ecological and cultural context for forest gardening in modern North America. It also lays out a holistic vision that guides the study of forest ecology that follows. This ecological exploration forms the bulk of volume 1, and offers clear and specific direction for forest garden design and management. Three forest garden case studies ground the concepts discussed in the book and bring them life. Volume 1 concludes with colorful descriptions of forest gardening's "Top 100" species, and useful listings of information and organizational resources.
Volume 2: Ecological Design and Practice
Hardcover. 8 x 10. Approximately 617 pages. Numerous black and white photos, illustrations, and tables.
Comprehensive appendices on forest garden plants and animals, resource lists, glossary, bibliography, indices.
Volume 2 focuses all of its attention on effective design and practice. It organizes the ecological strategies from volume 1 in a way that is accessible to gardeners and designers. It offers a unique 'pattern language' for forest garden design, and provides detailed advice for how to design, prepare the site for, plant, and maintain your forest garden. Volume 2 also includes a unique Plant Species Matrix and several associated appendices which offer a wide-ranging catalog of the ecology, uses, and ecosystem functions of the best temperate-climate forest garden plants, and a few edible mushrooms, from around the world. | library |
http://choosememorial.org/About/Annual-Reports.aspx | 2013-05-18T17:18:53 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696382584/warc/CC-MAIN-20130516092622-00072-ip-10-60-113-184.ec2.internal.warc.gz | 0.708188 | 150 | CC-MAIN-2013-20 | webtext-fineweb__CC-MAIN-2013-20__0__29091358 | en | Memorial Health System's Annual Reports are available in four formats:
online, page-flip PDF, downloadable PDF or printed.
- To visit our online Annual Report, go to ChooseMemorial.org/AnnualReport.
- To view the PDF in page-turning format, click the cover image to the right.
- To view or print the PDF document, click the appropriate link below.
- If you would like to request a printed copy, please call 217-788-3333 or email us.
2005 Annual Report (7 MB)
2004 Annual Report (5 MB)
2003 Annual Report (1 MB)
You will need Adobe Acrobat Reader installed in order to read the downloaded file. | library |
http://www.arievoorburg.com/index.php/a-reminder-where-are-we-coming-from-and-where-are-we-going/ | 2023-02-01T09:42:53 | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499919.70/warc/CC-MAIN-20230201081311-20230201111311-00193.warc.gz | 0.900358 | 2,839 | CC-MAIN-2023-06 | webtext-fineweb__CC-MAIN-2023-06__0__166913874 | en | The broadest of perspectives can locate the shift underway on planet Earth as the most recent scene in a vast pageant of cosmic emergence. A cosmological panorama takes us beyond the ambit of daily life and beyond even the larger compass of human history, offering a vantage point for pondering the contemporary predicament.
A reminder of where we are in the immensity of space, the eons of time, and the majestic evolution of existence, this wide vista cultivates a sense of awe and humility, stirring resolve to renew the vitality of our precious island of life. Such reflections bring into focus a transcendent challenge: to navigate toward a new order of complexity in our corner of the universe, a flourishing and resilient global society.
The story of the cosmos begins nearly 14 billion years ago with the colossal energy eruption of the Big Bang. From the primal chaos of this prodigious event, structures consolidated in distinct stages, each adding new complexity to the grand unfolding of being: quarks and basic particles formed from the cauldron of radiant energy in the first fraction of a second; simple atoms stabilized after some 300,000 years as the universe cooled; galaxies coalesced around random asymmetries in matter distribution, eventually giving birth to stars and planets; and about 3.8 billion years ago, life appeared on Earth, opening a new chapter in the story of the universe.
Biological evolution has been a wondrous adventure of tenacity and inventiveness through titanic episodes of extinction and proliferation. In the fullness of evolutionary time, creatures with brains appeared, enjoying enhanced ability to repel danger and secure sustenance. Eventually, our diminutive mammalian forebears entered the stage, minor characters scurrying inconspicuously among larger and smarter Mesozoic contemporaries. Somehow, they found niches through the long reigns of the trilobites, fish, and reptiles. The actuarial probability of survival for these early mammals could not have been good, and the odds of hitting the jackpot in the lottery of evolution very long indeed.
Everything changed some 65 million years ago when Earth collided with an enormous asteroid, the single most cataclysmic day on this planet. This 10 kilometer asteroid from outer space struck with the force of a billion Hiroshima-size bombs, abruptly altering the scenery, plot, and cast of characters in the theater of natural history. The impact lifted immense dust clouds that blocked the sun and destroyed plant life. The death knell for the imperious dinosaurs (and three-quarters of then existing species) was the sound of opportunity for our furry ancestors, who made a fine living scavenging the insects and snails that flourished on the massive detritus of the global killing fields.
At the dawning of the Cenozoic Era, to be mammalian and small was highly adaptive. Multiplying and diversifying, they populated the Class Mammalia with innumerable design variations for warm blooded and lung-breathing animals. The grandeur of that variety, from schooner-sized whales to pinkie-sized bumblebee bats, remains on display in the 5,000 or so extant mammalian species still clinging to the shrunken habitats of today’s ecologically impoverished planet.
One uncommonly dexterous line—the primates—proved particularly consequential, giving rise to hominids, the first bipedal, tool-developing mammals. These brainy, social creatures jumped onto evolution’s fast track and never looked back. The advent of human consciousness marked both a culmination and an inception: the capstone of biological evolution and the cornerstone of social evolution. The appearance of human culture set off a second Big Bang in the generation of novel forms of existence in the known universe.
Cultural evolution (including technology, social structures, rituals, and symbols) entered into a reciprocal dance with physical and cognitive evolution. Selection for tool-making, language, and social cooperation produced beings of unprecedented ingenuity and adaptability. At each moment, the cumulative heritage of ideas, institutions, inventions, and artifacts formed a springboard for accelerated social change, leaving in the dust the far more gradual processes of biological and geophysical evolution. The power of culture to mold and control the environment liberated humanity from dependence on narrow ecological niches, allowing congenitally preprogrammed behavior to give way to more malleable, historically constructed forms of conduct and association.
In three million years, a mere tick of the geological clock, the primitive sentience of early humans evolved into the higher consciousness of our anatomically modern ancestors some 200,000 years ago. A creature was born that carried the awesome power—and heavy burden—of introspection and reason. This was a luminous and fateful moment in the long saga of cosmic emanation; when it begot a primate able to contemplate the mystery of existence, the universe lit up to itself.
The arrival of modern humans, the last surviving hominid, brought the new phenomenon of human history to the unfolding scene, and with it a qualitatively different kind of transition: the movement between historical epochs. The most far-reaching of these social shifts were great transitions that altered the entire socio-cultural matrix, yielding new relationships among people and between society and nature. At these junctures, reinforcing processes of change rippled across multiple dimensions—technology, consciousness, and institutions—and weakened existing regulatory structures and social norms. Of course, societies did not always survive these systemic ruptures; indeed, most civilizations of the past have fallen and vanished, spectacles of collapse that fascinate anew in our own time of vulnerability. But when they do not crumble, a fading order gestates a successor society, setting in motion a fresh dynamic of social evolution.
Through mechanisms of conquest and assimilation, change radiates gradually from centers of novelty, although earlier eras can long survive in places that are physically remote and culturally isolated. Today’s multitiered world overlays globalized dynamics across a mosaic of modern, pre-modern, and even remnants of Stone Age cultures. Naturally, the course of history cannot be neatly organized as schoolbook timelines with sharp ticks demarcating well-defined epochs. Real history is an intricate and irregular process conditioned by specific local factors, chance, serendipity, and human volition.
Various periodization criteria, such as the dominant political regime, major technology, and mode of production, offer complementary insights, but only partial truths. Moreover, perceptions of social change depend on the granularity of the historical lens through which we peer. Zooming in on finer spatial resolutions and shorter time frames provides greater detail; zooming out brings longer-term, larger-scale processes into focus.
A long view of the broad contours of the human experience reveals two sweeping macro-transformations. The first occurred roughly 10,000 years ago when Stone Age culture gave rise to Early Civilization. The second saw Early Civilization yield to the Modern Era over the last millennium.
The Modern Era itself confronts a deep structural crisis induced by its contradictions and limitations: perpetual growth on a finite planet, political fragmentation in an interdependent world, widening chasms between the privileged and the excluded, and a stifling culture of consumerism. In our time, an exhausted modernity is relinquishing the stage. A third macro-shift in the human condition is underway with implications as far-reaching as those of previous great transformations. History has entered the Planetary Phase of Civilization.
Scanning the contours of change across Stone Age, Early Civilization, Modern Era, and Planetary Phase epochs reveals a broad tendency for society to become more extensive and elaborate. Societal complexity (the number of variables needed to describe roles and relationships, and the degree of connectedness) increases over the course of these transitions. Each emergent phase absorbs and transforms its antecedents, adding novel attributes, greater intricacy, and new dynamics. The characteristic unit of social organization moves from the highly local to the global, overlaying new forms on preexisting ones. The economic basis shifts from Stone Age hunting and gathering to the highly diversified and far-reaching globalized commerce of this century. Communications innovations— language, writing, printing, and information technology—usher in progressively more powerful modes of social intercourse.
The complexification and enlargement of society also quickens the pace of social evolution. Just as historical change moves more rapidly than biological change (and far more rapidly than geological change), so, too, is history itself accelerating. The Stone Age endured about 100,000 years; Early Civilization, roughly 10,000 years; and the Modern Era, now drawing to a close, began to stir nearly 1,000 years ago. If the Planetary Phase were to play out over 100 years, this sequence of exponentially decreasing timespans would persist. Whether this long pattern of acceleration is mere coincidence or manifestation of an underlying historical principle, the fact remains that the vortex of change now swirls around us with unprecedented urgency.
The Planetary Phase
The astonishing quick rise of the dominance of a single two-legged species; in a flicker of historical time, humanity has become a geological force, its once diminutive footprint grown to the scale of the planet. We are on the cusp of a new era, and its defining feature is that the globe itself is becoming the locus of social evolution and contending forms of consciousness.
The world grows ever more complex in a blur of social and environmental change. Circuits of almost everything—goods, money, people, information, ideas, conflict, pathogens, effluvia—spiral round the planet farther and faster. Multiple interweaving threads of connectivity lengthen, strengthen, and thicken, forming the ligature of an integrated social-ecological system.
Whether denied, welcomed, or feared, a phenomenon of extreme significance is in progress, irrevocably transforming our lives and the planet. Heretofore, the world could be reasonably approximated as a set of semi-autonomous entities—states, ecosystems, cultures, territories—subject to external interactions. As a superordinate system forms and global-scale processes increasingly influence the operation and stability of subsystems, such reductive partitioning becomes inaccurate and misleading.
The crystallizing global system comprises differentiated, interacting subsystems: economic, environmental, technological, cultural, and political. Transnational corporations have spun far-flung webs of production nodes and distribution channels, spewed rivers of international capital, and generated a bewildering array of financial instruments for speculative investment. The human transformation of nature has reached the level of the biosphere—the thin planetary shell that supports all life. The revolution in information and communication technology has compressed cultural and physical distance, penetrating remote societies and expanding cross-border networks and communities.
Governments have created new international structures of dialogue (and occasionally governance), their number and diversity synchronized to proliferating challenges. The porosity of traditional geographic and cultural boundaries generates new fissures of conflict among powerful states and with non-state actors.
The Planetary Phase is entangling people and places in one global system with one shared destiny. Observers highlight different aspects— economics, corporations, climate change, health, technology, terrorism, civil society, governance, culture—all introduced by the modifier global. Looking through specialized windows, economists see globalization, technologists spotlight digital connectivity, environmentalists foreground the transformation of nature by human action, and geologists proclaim the arrival of the Anthropocene, a new geological age. Heterodox social scientists suggest other sobriquets: the Econocene dominated by the false ideology of neoclassical economics or the Capitalocene defined by capitalist relations of production and power. Meanwhile, visionary philosophers and theologians point to signs of an emerging global ethos, while realpolitik types see only clashes of civilizations and great powers.
Each of these apertures on the human condition illuminates a critical aspect of the social-ecological whole, but rather than independent phenomena, these aspects are varied manifestations of a unitary transformation process. The Planetary Phase infuses the old adage of systems theory—the whole is more than the sum of its parts—with fresh meaning: there is something fundamentally new on the face of the earth. The global system and its components shape one another in a complex and reciprocal dance that changes both the whole and its parts.
Global climate change, driven by an infinitude of local actions, feeds back to alter local hydrology, ecosystems, and weather. The World Wide Web plugs individuals into an intercontinental cultural pulse from the big cities down to isolated villages and outposts, roiling traditional values and cultures. Supranational mechanisms of governance buck the prerogatives of sovereign states. Economic globalization drives and episodically disrupts national and local markets. The global poor, inundated with images of affluence, demand justice and seek access to wealthy countries, while despair, anger, and displacement feed the globalization of terrorism.
This scaling up of interconnection in the tangible space of institutions echoes in the subjective space of human consciousness. The nascent Planetary Phase elicits contradictory responses as some resist and others celebrate increasing interdependence. Antagonistic reaction to cosmopolitan intrusion has many faces: fundamentalism, nativism, isolationism, and anti-globalization. These powerful centrifugal forces could carry the day. Still, even as the backlash swells and suppurates, an equally powerful centripetal force is at play: the enlargement of the human project presses for a corresponding enlargement of human identity.
The intertwined destinies of people, generations, and all creatures stretch the arms of empathic embrace across space, time, and the natural world. The Planetary Phase has unleashed a mighty dialectic of chaos and order that drives, at once, toward splintered and integral futures. The fundamental quandary of the journey ahead is how to navigate these powerful cross-currents to a civilized most desirable future world. | library |
https://spoonfulosugar.wordpress.com/2011/10/04/book-review-french-women-dont-get-fat/ | 2018-06-18T07:53:35 | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267860089.13/warc/CC-MAIN-20180618070542-20180618090542-00406.warc.gz | 0.975979 | 454 | CC-MAIN-2018-26 | webtext-fineweb__CC-MAIN-2018-26__0__114848368 | en | Time for a break from recipes to share one of the books I just finished reading. It’s French Women Don’t Get Fat by Mireille Guiliano. I had heard about this book from a few different sources and wanted to know what all the fuss was about, so I grabbed it as soon as I saw it at my favorite used book store back home.
About the Author: Mireille was born in France, came to the USA as an exchange student in high school, returned to France with a few extra lbs., and now resides in New York as the co-founder and CEO of Clicquot, Inc.
Summary: A non-diet guide to living a healthy life. No need for deprivation, just learn the French woman’s secrets to eating the foods you love without the guilt. Mireille outlines steps for taking a food inventory, recasting, stabilization, and maintaining a balance going forward.
Things I liked: I thought this book presented wonderful tips to living a healthy life. There are so many quick fix diets out there that don’t last in the long run. I agree completely that life shouldn’t be lived counting calories, instead you should enjoy the life that surrounds you-who cares if you eat some chocolate and bread along the way 🙂 I also loved that there are tons of recipes in this book! I’m planning on trying a few of them, I’ll make sure to share them with you.
Things I didn’t like: I had a basic understanding of how to live the lifestyle presented in this book before reading it, so it definitely felt repetitive at times. Also, I had to catch myself from getting defensive of the generalization of healthy French women vs. fat, lazy Americans. However, putting down that guard made me realize that Mireille, having experienced both lifestyles, is not in this to criticize anyone.
Would I recommend this book to others: Yes, I would recommend this book to anyone looking to forget the fad diets. It gives a refreshing look at how to enjoy the beauty of food with great tips and recipes. Also check out the French Women Don’t Get Fat website. | library |
https://neuegalerie.org/collection/artist-profiles/bertold-loeffler | 2023-12-05T02:43:21 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100540.62/warc/CC-MAIN-20231205010358-20231205040358-00049.warc.gz | 0.889499 | 639 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__7929926 | en | Bertold Loeffler was a decorative artist best known for his ceramics and a prominent graphic artist. Loeffler attended the Zeichenschule (Drawing School) of the Nordböhmische Gewerbemuseum in Reichenberg and then from 1890 to 1900 the Kunstgewerbeschule (School of Applied Arts) in Vienna, where he studied under Carl Otto Czeschka, Andreas Groll, Karl Hrachowina, Franz von Matsch, Ludwig Minnigerode, and Koloman Moser. From 1904 to 1909 he taught at Vienna's Kunststuckereischule (Embroidery School). Loeffler took over the Fachklasse für Zeichnen und Malen (painting class and printing workshop) at the Kunstgewerbeschule in 1907 when Czeschka moved to Hamburg, and he remained in the position until 1935. Both Oskar Kokoschka and Rudolf Kalvach were in his class.
Loeffler gained his first professional experience working on the portfolio Allegorien und Embleme, neue Folge (Allegories and Emblems, New Cycle), which was published by Martin Gerlach in 1900. He also had material published in Meggendorfer Blatter, Ver Sacrum, Die liebe Augustin, Lucifer, and Danauland. Loeffler's talents encompassed all types of graphic arts: posters, bookplates, printing designs, postcards, bookbinding, banknotes, menu cards, bookplates, and stamps. He also illustrated books and worked as a fresco painter. He worked for various book publishers and supplied designs to numerous firms, including Böck, Vereinigte Wiener & Gmundner Keramik, and Wiener Keramic (ceramics); E. Bakalowits & Söhne (glass); and Berger, Dratwa, Gessellschaft für graphische Industrie (Society for Graphic Industry), and Reisser (graphics).
Loeffler's work for the Wiener Werkstätte was diverse, including commercial graphics, jewelry, ceramics, posters, calendars, costumes, postcards, and bookplates. He contributed designs to both the Cabaret Fledermaus and the Palais Stoclet. For the Cabaret Fledermaus, Loeffler designed various objects and graphics, including posters, brochures, a badge for the staff, fans, and leather goods. Loeffler also contributed ceramic tiles and figurines. In 1906, he founded Wiener Keramik with Michael Powolny and entered into a sales agreement with the Wiener Werkstätte. Wiener Keramik supplied material to the Cabaret Fledermaus and contributed to the decoration of the Palais Stoclet. With the outbreak of World War I, Loeffler served in the army. Loeffler died in Vienna in 1960. | library |
https://www.gliveo.com/colonial-new-york-city-uncover-its-history | 2024-04-23T07:33:11 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296818468.34/warc/CC-MAIN-20240423064231-20240423094231-00400.warc.gz | 0.914216 | 1,152 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__36321800 | en | Beneath the skyscrapers and bustling streets of contemporary New York City lies a rich tapestry of colonial history waiting to be unraveled.
As visitors traverse the city, they may unknowingly walk past pivotal sites that bore witness to the birth of a nation. From the cobbled streets of yesteryears to the echoes of historical figures, Colonial New York City holds stories that have shaped the very fabric of American society.
Join in on this exploration to uncover a past that continues to influence the present, offering a deeper insight into the foundations of this vibrant metropolis.
Dutch Settlement and English Conquest
The Dutch settlement of New Amsterdam was swiftly overtaken by English forces in 1664, marking a pivotal moment in the city's colonial history. Despite the change in leadership, the spirit of freedom and resilience continued to thrive among the inhabitants.
The transition to English rule brought about new opportunities and challenges, shaping the city into a diverse and dynamic hub of trade and culture. As the streets of New Amsterdam transformed into New York City, the principles of liberty and independence remained ingrained in the hearts of its people.
This shift in power laid the foundation for a future where the pursuit of individual freedoms and democratic ideals would flourish, defining the essence of this historic metropolis.
NYC as the Nation's Capital
During its tenure as the nation's capital, New York City served as a pivotal center of power and governance. As the heartbeat of the newly formed United States, NYC witnessed the birth of American democracy firsthand.
The city pulsated with political fervor, hosting the first President, George Washington, and Congress as they laid the foundation of the nation. The Federal Hall on Wall Street became the nucleus of American politics, where crucial decisions were made, and the principles of liberty and democracy were enshrined.
New York City's role as the capital was a beacon of freedom and unity, symbolizing the beginning of a new era for the country, where the voices of the people were heard and respected.
Colonial Trading Hub on the Hudson
Positioned strategically at the mouth of the Hudson River, Colonial New York City emerged as a bustling trading hub during the 17th and 18th centuries. Its prime location facilitated the exchange of goods, ideas, and cultures, shaping the city's identity as a melting pot of commerce and innovation. The table below highlights key aspects of this vibrant trading hub:
|Aspects of Colonial Trading Hub on the Hudson
|Mouth of Hudson River
|Main Goods Traded
|Furs, Timber, Tobacco
|Native Americans, Dutch, English
|Impact on City's Growth
|Economic Prosperity, Cultural Diversity
This dynamic marketplace not only fueled economic prosperity but also enriched the cultural tapestry of Colonial New York City.
Key Historical Sites in NYC
Emerging as a vibrant trading hub at the mouth of the Hudson River, Colonial New York City showcased a rich tapestry of key historical sites that continue to narrate the city's intriguing past. The Battery, originally Dutch Fort Amsterdam, offers views of the harbor and houses over 20 monuments.
Fraunces Tavern, the city's oldest bar, witnessed George Washington's farewell to the Continental Army. Bowling Green, the oldest public park, saw the dismantling of King George III's statue post-Declaration of Independence.
Trinity Church and St. Paul's Chapel stand as architectural marvels with ties to the city's colonial heritage. These sites in Lower Manhattan, like City Hall Park and the African Burial Ground National Monument, provide glimpses into NYC's diverse and storied history.
Remarkable Colonial Landmarks in Manhattan
Trinity Church and St. Paul's Chapel, two architectural marvels in Manhattan, are remarkable colonial landmarks that reflect the city's rich heritage. Trinity Church, founded in 1697, stands as a symbol of faith and endurance through centuries of change.
St. Paul's Chapel, built in 1766, served as a place of worship and refuge after the 9/11 attacks. These historic sites witnessed the birth of a nation and the resilience of its people.
Visitors can explore their grounds, admire their architecture, and feel the echoes of the past. Trinity Church and St. Paul's Chapel stand as testaments to New York City's enduring spirit and the enduring legacy of freedom that defines the American identity.
Significant Historical Parks in Lower Manhattan
In Lower Manhattan, historical parks offer a glimpse into the city's colonial past, showcasing significant sites that played roles in shaping New York City's history. Here are five key historical parks in Lower Manhattan:
- The Battery (Battery Park)
- Fraunces Tavern
- Bowling Green
- Trinity Church
- St. Paul's Chapel
Engaging Colonial Guided Tours
Guided tours in Colonial New York City provide immersive experiences that bring the city's rich history to life for visitors. These tours offer a deeper understanding of the colonial era through expert narration and visits to significant sites. Here is a comparison table of some popular guided tours available in New York City:
|NY Historical Tours
|Private Alexander Hamilton tour
|Deep dive into colonial history
|George Washington's New York self-guided tour
|Remnants of Dutch New Amsterdam walking tour
|Slavery Tours NYC
|Focus on the history of slavery and the Underground Railroad
With a variety of options, visitors can choose a tour that aligns with their interests and preferences, ensuring a memorable and educational experience in Colonial New York City. | library |
https://hisp.tamu.edu/people/faculty/dr-alessandra-luiselli-professor/ | 2020-05-27T21:38:11 | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590347396163.18/warc/CC-MAIN-20200527204212-20200527234212-00211.warc.gz | 0.857811 | 369 | CC-MAIN-2020-24 | webtext-fineweb__CC-MAIN-2020-24__0__107202166 | en | Professor Alessandra Luiselli studied her B.A. at the National Autonomous University of Mexico (UNAM). Her doctoral studies were completed at The University of New Mexico. Dr. Luiselli has published four academic books: El sueño manierista de Sor Juana Inés de la Cruz (UAEM, 1993), La instrucción del Inca Titu Cusi Yupanqui (UNAM, 2001) and Letras Mexicanas. Ensayos sobre escritores mexicanos de la segunda mitad del siglo veinte (UNAM, 2006) and Melusian Transfigurada. Siete calas a Sor Juana (Instituto Mexiquense de Cultura, Biblioteca Sor Juana Inés de la Cruz, 2013).
Dr. Luiselli also co-authored the critical anthology of Latin American literature Huellas de las literaturas hispanoamericanas (Prentice Hall), reprinted several times. In addition to her books, Professor Luiselli has published a novel, several short stories and many refereed articles and invited book chapters in Mexico, Columbia, Spain and the United States (CV listed). She has traveled extensively giving lectures on Sor Juana Inés de la Cruz and other writers from the Colonial Period, as well as conferences on writers from Contemporary Mexico and Latin America. Her publications also include Spanish translations of children’s books for the educational press SHARP Literacy Inc.
Professor Luiselli has received two distinguished university awards: the Champion of Diversity Faculty Award and the Women’s Progress Faculty Award of Texas A&M University. Dr. Luiselli’s research includes, in addition to Latin American Colonial literature, Hispanic Women Writers, Film Studies and Contemporary Mexican Literature. | library |
https://mkchs.com/beyond-blue-gold-speaker/ | 2022-08-20T05:50:39 | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882573908.30/warc/CC-MAIN-20220820043108-20220820073108-00268.warc.gz | 0.945353 | 277 | CC-MAIN-2022-33 | webtext-fineweb__CC-MAIN-2022-33__0__118206738 | en | This year’s speaker will be Class of ’66 graduate, Theresa Nelson. She has written eight novels for young readers including And One for All, The Beggars’ Ride and Ruby Electric (all American Library Association Notable Children’s Books), and Earthshine, which won the Bank Street College Child Study Award and was included in the ALA’s “Best of the Best” list. A number of Theresa’s books are set on or near the Texas Gulf Coast: Devil Storm is based on her mother’s stories of Tom the Tramp and the Great Storm of 1900; Miss Ivy in The 25-Cent Miracle works at a library just like the old Tyrrell Public; the runaway monkey in the Empress of Elsewhere lives in a version of the Phelan Mansion on Calder Avenue.
The third annual Beyond the Blue & Gold Lecture will be held on Thursday, February 2, 2017 at 6:30 p.m. in the Centennial Complex at MKCHS The lecture will allow the community, current Kelly students and prospective students to see the value of a Catholic education firsthand. The event is free and open to the public. All Kelly families are invited to attend.
To learn more about Theresa, please visit her website at theresanelson.net. We hope to see you there! | library |
https://www.leadersandfollowers.org/essential-reads | 2023-09-28T18:31:11 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510427.16/warc/CC-MAIN-20230928162907-20230928192907-00878.warc.gz | 0.969736 | 1,002 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__25017551 | en | by J.I. Packer.
There is a difference between knowing about God and knowing God. Packer’s book tells us who this God really in all of His attributes including not just His love and mercy but His wrath and judgement. A false view of God leads to a false worship and false discipleship. Today’s followers of Jesus need more need to know the God of Scripture and it is this God to which Knowing God points us.
12 Rules for Life
by Jordan Peterson
Peterson has become a global phenomena because of willingness to speak truth to a culture hungering for truth but feeding on the lies of the modern culture. He begins his presentations by saying, “The world is suffering and malevolence but you are still responsible”. He makes a compelling case that meaning and purpose follow and depend upon assuming responsibility for yourself and the world around you. The responsible person is no longer a victim.
The Knowledge of the Holy
by A.W. Tozer.
Before God is love He is holy. “Holy, holy, holy” says both Isaiah and the Apostle John. His love is first a holy love. The Scriptures tell us that "without holiness no one will see the Lord” (Heb 12:14 NIV). Tozer’s book is a wonderful primer for those seeking to know the true God and His holiness.
A Hobbit, A Wardrobe and A Great War
by Dr. Joseph Loconte, Ph.D.
This book chronicles how the combat experiences of WW I shaped the theology and writing of both C.S. Lewis and J.R.R. Tolkien. “War is hell” is not quite accurate: “War reveals hell”. Lewis and Tolkien both made a conscious decision to tell the truth of what had been revealed to them in the War through story rather than historical narrative. We would not have The Lord of the Rings or The Chronicles of Narnia is it were not for the trenches of WW I.
The Second Mountain
by David Brooks.
Brooks shares with us his journey from the first mountain to second; from a life lived mainly for self to a life lived mainly for others. It is also his journey from Judaism to following Jesus. The candor and vulnerability of his failures and struggles will be an encouragement to others whose are struggling on their journey towards faith.
One Thousand Gifts
by Ann Voskamp
The word eucharist means “giving thanks” and in this book Ann tells the story of her discovery of what it means to give thanks even for what she calls "the hard eucharistos”. A friend once told me that “Ingratitude is the mother of all sin”. If he is right then gratitude is the first step to be taken on the journey of becoming a disciple of the One who gave thanks even though He knew the suffering that was coming.
The Chronicles of Narnia
by C.S. Lewis
The combat experiences of WW I shaped Lewis’s worldview and ultimately his theology and writing. The Chronicles reflect how he came to understand the world in which we live, a world caught in the midst of this cosmic conflict between good and evil. He chose to share the truth of his understanding through story rather than historical narrative. Written for children The Chronicles are a must read for anyone wanting to understand the reality of this cosmic conflict between good and evil and the Narnia that is to come.
by Chris Lowney
Set in a business rather than religious context this book speaks to the leadership principles of a 450+ year old “company” known as the Jesuits. Those principals include self-awareness, ingenuity, love, and heroism. Four principals that were lived and exercised before technology, the Internet and social media. These are time tested principles that leaders today would be well advised to understand and embrace.
Shop Class as Soulcraft
by Matthew B. Crawford
Matt has his Ph.D. from the Univesity of Chicago but makes his living rebuilding and repairing motorcycles out of his shop in Richmond, VA. The challenge of getting his Ph.D. was never able to supplant the fulfillment and joy of working with his hands to fix something that was broken or would not work. This book wonderfully gives meaning and value to that part of the work force normally thought of as “blue collar”.
Conformed to His Image
by Kenneth Boa
One of the most compressive books available on spiritual formation. Spiritual formation or, better said, discipleship is serious business and the casual follower of Jesus will find this book to be tough sledding. This book is a life changer but only for those are willing to get serious about following Jesus and willing to pay the price demanded to become like Him. | library |
https://ecdevinaction.ca/2022-2023-visitor-relocation-guide-district-of-tumbler-ridge/ | 2023-09-29T19:36:31 | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510528.86/warc/CC-MAIN-20230929190403-20230929220403-00536.warc.gz | 0.936959 | 1,261 | CC-MAIN-2023-40 | webtext-fineweb__CC-MAIN-2023-40__0__212061723 | en | The Tumbler Ridge Visitor and Relocation Guide is a truly exceptional publication that provides an invaluable resource for tourists and potential residents alike. Comprised of 66 pages of full-colour content, both in print and digital formats, it represents a comprehensive guide to the many wonders of the area.
One of the standout features of the guide is the inclusion of a pull-out, full-size Recreation Map, which serves as a practical and highly informative resource for visitors. This pull-out insert provides detailed descriptions of trails, ranging from easy to challenging, highlighting recreation sites and provincial parks (18), snowmobile/ATV/ORV trails (27), hiking trails (48) and mountain biking trails (14). Each trail is marked with a number, which is cross-referenced throughout the guide, allowing visitors to access more detailed information about each attraction.
The attention to detail in the Visitor and Relocation Guide is truly impressive, reflecting the dedication of the team behind it to providing visitors with an unrivalled experience. The guide's comprehensive coverage of the area's many recreational opportunities is second to none, making it an invaluable resource for anyone interested in exploring all that the region has to offer.
In short, the Tumbler Ridge Visitor and Relocation Guide is a remarkable achievement that represents a true standard of excellence in the field of tourism promotion. Its thoughtful design, comprehensive coverage, and attention to detail make it a deserving candidate for recognition and praise, and a valuable resource for anyone seeking to explore the wonders of the area.
The Economic Development and Tourism team attends several tradeshows throughout the year. The visitor guide helps to promote local economic development by showcasing the unique culture and lifestyle offerings of a destination. This can attract new businesses and investors to the area and create new opportunities for residents. While Invest Tumbler Ridge was at the Outdoor Adventure & Travel Show in Calgary in 2022 we received a comment on our socials from Patricia Hudson-Grouette "Stopped by your booth @ UBCM Vancouver 2019 - impressed - bought house in Tumbler Ridge March 2022 - excellent regional promotion".
The Visitor and Relocation Guide is a key piece of any of our tradeshows and we print 10 000 annually. The Visitor and Relocation Guide provide a unique opportunity for local businesses to showcase their offerings to a broad audience of visitors and potential residents. The 2022/2023 edition features advertisements from 16 businesses, each of which benefits from the guide's broad reach and comprehensive coverage of the area's many attractions.
To ensure that all businesses have the opportunity to participate, advertising costs are kept moderate, allowing even small and medium-sized enterprises to take advantage of this valuable resource. The revenue generated from advertising offsets the cost of the publication by 25%, making it an affordable and sustainable way to promote local tourism and economic growth.
The Visitor and Relocation Guide is a true collaboration between the local business community and the District of Tumbler Ridge, which funds the balance of the publication's cost. Together, these stakeholders have created a powerful tool for promoting the area's many wonders and ensuring that visitors have the information they need to make the most of their stay. Its collaborative approach, affordable pricing, and comprehensive coverage make it a valuable resource for anyone seeking to explore the area and a testament to the district's commitment to promoting economic growth and development.
Feedback from local businesses includes:
"I feel an award for this publication is well deserved. We use it daily to direct our guests, and they never fail to take the book with them. The map is the most used part of the guide."
- Tony Fayant - Manager, Trend Mountain Hotel and Conference Centre
"I can say without reservation that the Tumbler Ridge Visitor and Relocation Guide is an invaluable tool for providing visitors with the information they need to make the most of their stay in our community. Its comprehensive coverage of the area's many attractions, recreational opportunities, and practical information makes it a go-to resource for anyone seeking to explore the area. What sets the guide apart, however, is its user-friendly design and engaging content. Visitors often comment on the guide's clear, easy-to-read format, as well as its stunning visuals and compelling descriptions of the area's many wonders. This not only makes our job as information providers easier but also enhances the overall visitor experience, instilling a sense of excitement and anticipation among those exploring the area for the first time."
- Jenna McQueen - Operations Manager, Tumbler Ridge UNESCO Global Geopark
The Tumbler Ridge Visitor and Relocation Guide is a project that is replicable and transferable to other communities. The guide's success is due to its comprehensive coverage of the area's attractions, its user-friendly design, and the involvement of local businesses in advertising. These elements can be replicated in other communities with similar offerings, providing visitors with valuable information to help them make the most of their stay.
The guide design can be adapted for use in other communities by tailoring the content to highlight the unique attractions and features of each area. For example, if a community has a strong focus on arts and culture, the guide could include more information on local galleries, museums, and events. Similarly, if a community is known for its outdoor activities, the guide could place more emphasis on hiking trails, camping sites, and other recreational opportunities.
One of the key lessons learned from the Tumbler Ridge Visitor and Relocation Guide is the importance of involving local businesses in the project. By advertising in the guide, businesses are able to showcase their services and products to visitors, while also contributing to the cost of the publication. This collaboration between local businesses and the community helps to promote economic growth and development while providing valuable information to visitors.
Another lesson learned is the importance of creating a user-friendly guide that is easy to read and navigate. The guide's clear layout, comprehensive content, and stunning visuals help to engage visitors and enhance their overall experience. By prioritizing the needs of visitors, the Tumbler Ridge Visitor and Relocation Guide has become an invaluable tool for promoting tourism and showcasing the many wonders of the community. | library |
https://www.innerdrive.co.uk/reviews/inventing-ourselves-review/ | 2024-03-05T14:02:56 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707948235171.95/warc/CC-MAIN-20240305124045-20240305154045-00505.warc.gz | 0.919554 | 1,304 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__132076807 | en | Inventing Ourselves: The Secret Life of the Teenage Brain, by Sarah-Jayne Blakemo
What’s this book about?
Sarah-Jayne Blakemore explores the complexities of adolescence in her book, Inventing Ourselves: The Secret Life of the Teenage Brain. Instead of blaming teenagers for their behavior, she aims to help readers understand and explain the teenage experience without unfairly criticising them.
Why read this book?
Blakemore is a cognitive neuroscience professor at University College London with a notable career. She’s an award-winning scientist and was acknowledged in the Sunday Times 100 Makers of the 21st Century in 2014. She uses her expertise in researching adolescents to explain complex, useful ideas to the general public.
Who is this book for?
This book dives deep into the world of neuroscience, using brain imaging, psychological models and extensive research to explore the adolescent brain. While it might be a bit challenging for someone without a background in these topics, this book is a goldmine for teachers looking to delve into the latest research on how teenagers’ brains work.
This book mainly relies on evidence from neuroscience to uncover the mysteries of teenagers’ brains. It delves into topics like brain plasticity and the structural changes that occur in the brain over a person’s lifetime. The level of detail here is quite unique, going beyond what you’d typically find in general psychology texts. The descriptions of research on specific brain functions and development are not only informative but also a pleasure to read, offering a comprehensive understanding of the fascinating world of adolescent brain science.
Inventing Ourselves: The Secret Life of the Teenage Brain may be 240 pages long, but Sarah-Jayne Blakemore makes it easy to navigate by dividing it into 12 themed chapters that extensively cover the teenage brain:
- Adolescence isn’t an aberration
- A sense of self
- Fitting in
- Inside the skull
- Inside the living brain
- The ever-plastic brain
- Social mind, social brain
- Understanding other people
- The right sort of risks
- When things go wrong
- Educating the brain
- It’s the journey that matters
Blakemore covers many interesting topics in her book, like how we understand social interactions, autism, recognising faces and how our brains develop these abilities. She uses brain scans to see how people learn to understand each other, including reading facial expressions. The book also talks about how sleep (or lack of it) affects teens’ brains and suggests changes we could make in schools based on what we know about how the brain works. Blakemore explores why teens take risks by looking at how different parts of their brains develop. She also discusses how teens interpret marketing messages differently and how experiences in their lives can impact their brains, possibly causing challenges later on. This book goes the extra mile by incorporating helpful graphs that visually represent the key findings discussed. These graphs make it easy to picture and grasp the important points from the research. So, even if you’re not an expert in the field, the visual aids in the book provide a user-friendly way to understand and appreciate the insights about the teenage brain.
Inventing Ourselves: The Secret Life of the Teenage Brain by Sarah-Jayne Blakemore is an invaluable resource for educators who are eager to understand the inner workings of the adolescent brain. This book, steeped in neuroscience and psychology, provides insights that offers teachers a scientific basis to understand their students better, potentially enhancing the effectiveness of their teaching strategies and classroom interactions.
For example, an understanding of the structural changes and plasticity of the teenage brain could allow teachers to tailor their teaching methods to the unique cognitive abilities and needs of adolescents. The book’s exploration of social interactions, autism, face recognition abilities, and the impact of sleep deprivation on teenagers’ brains could also enable teachers to better comprehend the behavioural aspects of their students. This could lead to more effective classroom management and student engagement strategies. The book’s in-depth exploration of the adolescent brain, coupled with its clear and comprehensive presentation, makes it a remarkable tool for educators committed to adapting their teaching methods to the evolving needs of their students. Its user-friendly presentation of complex scientific findings, through graphs and thematic chapters, makes it accessible to educators. Teachers can easily navigate through the book and visually grasp its key findings, thereby making the application of this knowledge to their teaching methods more feasible.
Value for money
This book is great value for money at only £7.99 for over 200 pages jam-packed full of in-depth, cutting-edge research to aid teachers in better understanding the adolescent brain and the momentous changes it undergoes in such a remarkably short time.
Why we love this book
- Expert author – Authored by Sarah-Jayne Blakemore, a renowned cognitive neuroscience professor, the book provides credible and expert insights into the teenage brain.
- Comprehensive coverage – The book extensively covers various aspects of adolescent brain development, from social interactions and risk-taking to the influence of marketing and sleep.
- Evidence-informed – It is rooted in scientific evidence, offering an in-depth look into the structural changes and plasticity of the teenage brain through neuroscience research.
- User-friendly – Despite its scientific depth, the book is accessible to a general audience, thanks to its clear writing, thematic chapters and helpful graphs that visually represent key findings.
- Educational resource – The book serves as a valuable resource for educators, providing them with a scientific understanding of their students’ cognitive abilities and needs
Inventing Ourselves: The Secret Life of the Teenage Brain by Sarah-Jayne Blakemore is a captivating exploration of the teenage brain. It refrains from unfairly criticising teenagers and instead provides scientific explanations for their behaviour. Blakemore simplifies complex concepts to make them accessible to a general audience. This book offers a detailed look into the structural changes and plasticity of the teenage brain. With 12 themed chapters, it covers a wide array of topics related to the teenage brain, from social interactions to risk-taking. The visuals, including detailed graphs and illustrations, enhance understanding of key findings. In conclusion, Inventing Ourselves is an insightful, evidence-based exploration of the complexities of adolescence and the science behind it. | library |
https://web.nmusd.us/departments/public-information/news/details/~board/nmusd-news/post/elementary-students-showcase-their-love-of-reading-in-battle-of-the-books | 2024-04-19T19:05:03 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817442.65/warc/CC-MAIN-20240419172411-20240419202411-00740.warc.gz | 0.978144 | 1,084 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__116202211 | en | Students from five Newport-Mesa Unified School District (NMUSD) schools — Eastbluff, Andersen, Newport, Newport Coast, and Sonora Elementary Schools — plus Our Lady Queen of Angels Catholic School came together for the eighth annual Battle of the Books competition on March 21 at Oasis Senior Center.
Behind the scenes, the actual Battle of the Books competition preparation began in September, when students were introduced to this year’s book list, a mix of popular and classic literature. They were required to attend regular club meetings to turn in worksheets in which they wrote questions that could be asked about the books and discuss what they learned. Sixth-graders who competed in their fourth- and/or fifth-grade year were invited to participate as peer coaches, checking other students’ work, compiling questions from the reading logs, and serving as time-keepers for practice sessions.
A high point came in late January when author Gordon Korman appeared via Zoom to discuss “Masterminds” with the Battle of the Books participants from the six schools. “It was amazing for the kids! They were just thrilled to meet the author and ask questions about how he writes his books or whether he liked to read when he was their age. He wrote his first book when he was 12!” Eastbluff Teacher Kathi Krolopp said.
“My favorite Battle of the Books book was ‘Masterminds’ because it was full of adventure and mystery. It was full of surprises. And I liked how I could see what each character thought,” said Jesse Tabakin, a fifth-grade student at Newport Coast.
Andersen Fifth-Grade Student Enan Diep enjoyed “The Candy Shop War” by Brandon Mull. “All of the characters played an important part. The plot was interesting, and everything fit well together. I already asked the public library to get the sequel for me!” he said.
The Battle of the Books competition within NMUSD was started by Eastbluff Librarian Barbara Yaffa in 2015 based on America’s Battle of the Books, a national reading incentive program in which students read a set list of books curated by educators and librarians. The program is designed for up to six schools to compete using a series of supplied questions that test students on their knowledge and comprehension of the books in their grade level.
NMUSD’s program is run as an extracurricular book club, with a staff advisor, such as Eastbluff’s Krolopp, and parent volunteers like Lindsey Coombe. Students join the club with the knowledge they may not be selected for the competition; in fact, some students join just to read the books, not compete.
“The kids who join the club have a love of books and learning. Reading and truly absorbing 20 books is a big ask for fourth- and fifth-graders, but each one has brought value and humor into their lives. Whether or not they compete, the students get so much out of the experience,” Coombe said.
The culmination of months of work began as students settled into their seats for the championship round of the 2024 Battle of the Books competition. The excitement inside the Newport Beach senior center was infectious as the last two teams took the stage.
The action started with two six-person teams from each school completing two rounds of 16 questions based on a list of 20 books the students had read and studied. After a tie-breaker round, six teams participated in the third round. After another tie-breaker round, teams from Newport Coast and Our Lady Queen of Angels began the championship round. Quizmaster Coombe carefully read the first question. Students from Newport Coast huddled across their table, frantically whispering amongst themselves.
With just five seconds left, Team Captain Ava Parsa began reciting her team’s answer. “Incorrect,” Coombe said, then quickly moved on to the question for the other team. The Newport Coast team sat back in their seats, slightly defeated.
In the end, Our Lady Queen of Angels was declared the victor, as Oasis’ auditorium erupted in shouts of joy and generous applause. The winners were presented with the book-shaped trophy painted by Eastbluff parent Shina Hopkins.
It was an intense morning to cap off the months of hard work by students, teachers, and parents. “It’s an amazing amount of time and effort that these kids put in. They meet before or after school or even skip recess to practice for this moment. Their love of books and learning is awe-inspiring,” said District Librarian Julie Vasi.
“I am so proud of you all. You did well today!” Sonora Teacher Hilary Fenn told her students as they exited the senior center and headed for the ice cream truck across the street waiting for participants.
The competition may be over this year, but planning for next year’s Battle of the Books will soon start. “We’ll be back,” Krolopp said with a nod. “I’m looking forward to next year’s books already.” | library |
https://coachellaunincorporated.org/2013/06/12/movie-review-bag-it/ | 2023-11-30T11:20:48 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100184.3/warc/CC-MAIN-20231130094531-20231130124531-00525.warc.gz | 0.956642 | 558 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__81903438 | en | Editor’s Note: After reading Helpful Products, Dangerous Toxins by Fatima Ramirez, reader Adriana Garcia wrote in to commend Fatima for her article. She suggested Fatima watch Bag It, a documentary about the impact of plastics on the environment, marine animals and human health. The following is Fatima’s review of Bag It.
FATIMA RAMIREZ/Coachella Unincorporated
With a perfect blend of humor and eye-opening truth, Jeb Berrier sets out to discover the path a plastic bag takes once it’s disposed. The documentary Bag It goes on to explore the awe-stricken moment Berrier experiences while purchasing a peach yogurt and carrying it home in a single plastic bag which he eventually throws away.
Such revelation proves to have an impact on Berrier, a self-proclaimed “average guy [who is] not what you consider a tree hugger.” He begins to realize that not only plastic bags, but also plastic itself, is the most produced material and is essentially everywhere.
Berrier’s normal-guy appeal serves to flawlessly entertain the audience while explaining hard-hitting facts and the repercussions of a plastic world. The film goes onto exploring the many aspects of plastic, from its manufacturing and distribution to its disposal and the many misconceptions that unknowingly come with it.
The film becomes more in-depth and personal when Berrier discovers his wife is pregnant. Upon such news, he begins to passionately change his ways and examine different options to everyday activities such as shopping, drinking coffee, and eating. This experience helps the audience realize how vulnerable children are to chemicals like BPA and phthalates, which are in almost every single form of plastic.
In addition to dealing with the effects plastics have on human bodies, Bag It also touches on the subject of its increasing impact on marine life. When you consider the fact that all plastic caught in drains ends up in the ocean and the statistics on diminishing species, it is easy to see how plastic has managed to pose a threat to ocean animals as well.
With interviews of experts, scientists, and environmentalists – along with side commentary from Jeb Berrier himself – this documentary enlightens the consumer about the many ways plastic is in their daily lives. Not only does it explain its effects, but it also encourages alternate options.
Easily relatable to everyone, Bag It is the perfect film for anyone wanting to become more informed about the prominent role plastic plays in their lives and how they can make changes that will benefit all of us.
Come watch Bag It with Coachella Unincorporated on Monday, June 17, 3 p.m. at Raices Cultura, 1494 Sixth Street. | library |
http://theremnantofjacob.com/the-remnant-of-jacob-home/keys/the-endowment-about/brigham-and-mary-ann-young-1846/ | 2018-07-22T03:17:10 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676593004.92/warc/CC-MAIN-20180722022235-20180722042235-00140.warc.gz | 0.88835 | 1,171 | CC-MAIN-2018-30 | webtext-fineweb__CC-MAIN-2018-30__0__229033508 | en | This is the second entry from the “Book of Anointings,” a record of second anointings administered in the unfinished Nauvoo Temple.
Sunday, January 11, 1846
31 minutes to 7 p.m.
Assembled in President Brigham Young’s room, no. 1, in the attic story of the Lord’s house: President Brigham Young, Heber C. Kimball, Orson Hyde, Parley P. Pratt, Orson Pratt, Willard Richards, John Taylor, Amasa Lyman, Newel K. Whitney, George Miller, Edmund Ellsworth, Mary Young, Vilate Kimball, Leonora Taylor, Elizabeth Ann Whitney, and Elizabeth Ellsworth.
Brother John Taylor started the hymn, “This Earth Was Once a Garden Place,” all being clothed in priestly garments.
President Brigham Young prayed, all having knelt around the altar. Previous to prayer they all arose, sang a hymn, and offered up the signs of the holy priesthood.
Then Brother Heber C. Kimball proceeded to anoint and consecrate President Brigham Young a king and a priest unto the most high God, over the Church of Jesus Christ of Latter-day Saints and over the whole house of Israel:
Brother Brigham Young, I pour this holy consecrated oil upon your head and anoint thee a king and a priest of the most high God, over the Church of Jesus Christ of Latter-day Saints and unto all Israel.
And I anoint thine head, that thy brain may be healthy and active and quick to think and to understand and to direct thy whole body; and I anoint thine eyes, that they may see and perceive, and that thou mayest not be deceived in what thou beholdest, and that thy sight may never fail thee; and I anoint thine ears, that they may be quick to hear and communicate to thine understanding, and that thou mayest hear the secret deliberations of thine enemies, and thereby thou shalt be enabled to overreach their designs; and I anoint thy nose, that thou mayest scent and relish the fragrance of the good things of the earth; and I anoint thy mouth, that thou mayest be enabled to speak the great things of God and confound all the wisdom of man, and put to nought all who shall rise up to oppose thee in all countries where thou goest, for thou shalt build up the kingdom of God among many people and in the midst of mighty nations.
So thy glory shall be established. And whomsoever thou shalt bind on earth shall be bound in heaven, and whomsoever thou shalt loose on earth shall be loosed in heaven; for there shall be given unto thee crowns, and kingdoms, and dominions. And thou shalt receive all thine heart shall desire, and thy soul shall be satisfied with a multitude of blessings which thou shalt receive; for princes shall bow at thy feet and deliver unto thee their treasures, and thou shalt teach them the principles of salvation.
And I seal thee up unto eternal life, that thou shalt come forth in the morn of the first resurrection and receive all these blessings in their fulness, and thou shalt attain unto the eternal Godhead and receive a fulness of joy, and glory, and power; and that thou mayest do all things whatsoever is wisdom that thou shouldst do, even if it be to create worlds and redeem them. So shall thy joy be full, to the praise and glory of God. Amen.
Elder Heber C. Kimball then anointed Mary Ann Young a queen and priestess unto her husband (Brigham Young), in the Church of Jesus Christ of Latter-day Saints and in the house of Israel:
Sister Mary Ann Young, I pour upon thine head this holy consecrated oil and seal upon thee all the blessings of the everlasting priesthood in conjunction with thine husband; and I anoint thee to be a queen and priestess unto thine husband, over the Church of Jesus Christ of Latter-day Saints.
And thou shalt be heir to all the blessings which are sealed upon him, inasmuch as thou dost obey his counsel; and thou shalt receive glory, honor, power, and exaltation in his exaltation. And thou shalt be a strength in thy mind, for thou shalt have visions and manifestations of the Holy Spirit. And the time shall come that angels shall visit thee, and minister unto thee, and teach thee, and in absence of thy husband shall comfort thee and make known his situation.
Thou shalt be a wise counsellor to many of thy sex, and they shall look unto thee for precept and for example. Thou shalt be noted and honored for thy generosity and the freedom and good feelings with which thou shalt relieve the wants of the distressed, and the discretion with which thou shalt act in thy sphere in all things.
And I seal thee up unto eternal life, that thou shalt come forth in the morning of the first resurrection and inherit with him all the honors, glories, and power of eternal lives, and that thou shalt attain unto the eternal Godhead. So thy exaltation shall be perfect and thy glory be full, in a fulness of power and exaltation. And the glory, honor, and power shall be ascribed unto the Father, Son, and Holy Ghost. Amen.
[For readability’s sake, reformatting of the entry into smaller paragraphs and have standardized spelling and punctuation. An original, unedited transcript of this entry can be found in David John Buerger’s The Mysteries of Godliness, pp. 88-90.] | library |
https://rentprivate.co.uk/property/london/spacious-studio-at-spitalfields/ | 2022-01-18T08:14:19 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300805.79/warc/CC-MAIN-20220118062411-20220118092411-00126.warc.gz | 0.896104 | 182 | CC-MAIN-2022-05 | webtext-fineweb__CC-MAIN-2022-05__0__141591525 | en | • 24-hour concierge.
•Post and parcels service.
•All bills included.
Contract from: 22nd March 2021 to 27 August 2021 (Extendable)
A spacious studio in the 4th floor with access to room and building with a key card making it very safe. The room is provided with a double bed, Study area, storage space, private kitchenette and En-suit bathroom.
The en suite bathroom includes a toilet, shower and sink. The kitchenette has a 2 ring induction hob, a combination microwave, an under-counter fridge with freezer drawer, and a sink.
The building has on site gym, social spaces, 32nd floor bar and lounge, 33rd floor 24 hours library and balcony, karaoke rooms, cinemas and other amazing amenities. | library |
https://www.biolifehealthcenter.com/publications | 2023-12-06T04:01:03 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100583.13/warc/CC-MAIN-20231206031946-20231206061946-00817.warc.gz | 0.936031 | 2,068 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__297779226 | en | Publishing research is important because it provides an opportunity to share knowledge, skills, and experience, and has the potential to improve outcomes through changes in the healthcare field. Writing for publication is essential to disseminate evidence, share initiatives and innovations with others, provide new information to keep practitioners, patients, and caregivers up-to-date, communicate the findings of research studies and develop the science base of the healthcare profession.
The Conditions Afflicting the Body, Mind, and Soul of America
The Conditions Afflicting the Mind, Body, and Soul of America examines ten of the most prevalent health conditions troubling the U.S. and the statistics surrounding their effect on the population, healthcare system, and the economy. The book offers in-depth information on each disorder's detail and structural elements and walks readers through each step of patient care, from causes and symptoms to new treatments and prevention methods.
It concludes by delving into a hopeful future for health services, with emerging health technologies such as virtual healthcare, nanomedicine, AI, robotics, genome sequencing, and other innovations.
Dr. Priede's publication is a detailed yet straightforward guide for practitioners, patients, and caregivers to live a well-informed, healthy life. It is intended for the general public and the health industry to increase dialogue and awareness and promote solutions for the health challenges the U.S. will face in the future.
DAVID L. PRIEDE
While disease may never be eliminated, health conditions will be identified earlier through science and technology to intervene proactively, understand its progression to help humanity effectively and actively sustain well-being. The future of health will be motivated by wellness and managed by companies that accept new roles to drive value in a newly transformed health ecosystem. The challenge is to face fears about the future with courage and an open mind and prepare for the changing world with knowledge and hope.
In a day and age of meeting new health challenges as time progresses, it's more important than ever to prioritize well-being and embark on lifelong learning to preserve one's welfare. Dr. Priede and colleagues have made it easy to approach such defining changes through this book. The text serves as a guide where each chapter has the clarity and nuances of a wellness preamble fit for all readers. Priede unlocks the door to opportunity with this new publication. He opts for producing a change in rising death tolls by providing people what they need to make the right decisions, set personal goals, and begin a journey to mental and physical prosperity.
This book will inform and enlighten the daily reader and medical professional about some of the most important health concerns affecting America. When I was appointed as Medical Editor, one of the main aspects of the book I focused on was the accuracy and credibility of the information presented. I used my own personal background knowledge as a medical professional along with other publications and peer-reviewed health journals. The Future of health is headed in the direction of Preventive Medicine by stopping disease before it occurs and preventing the disease from recurring again.
Through sorting through the existing information and research, the information was integrated into a predetermined structure, such that the information would be easily comprehensible to readers. The book helps to increase conversation regarding different health conditions, such that there’s greater awareness about the signs and risk factors as well as resources for treatment and support. The prevalence, as well as negative health consequences and rates of mortality associated with these health conditions are of great concern. The future of health will also involve a destigmatization of mental health, such that individuals feel empowered to pursue the help and support they so much desire.
This book can save lives by encouraging readers to make lifestyle changes and develop better health habits. The number of deaths caused by these diseases is alarming and puts into perspective the magnitude of the health problems faced by the U.S. Ease of access to information and increased awareness of preventative measures can play a vital role in reducing the high death rates. This has driven me to incorporate more physical and social activity, no matter how small, into my daily routine so that I can maintain both my physical and mental health. With ongoing advances in science and technology, I am optimistic about the future of treatment options for better health.
Reaching out to medical professionals with first-hand experience treating and researching the conditions was the final component of research. The future of health is one that is hard to predict, especially during the pandemic's tumultuous healthcare environment. However, as more information becomes available to society, I view the future of health as one that will progressively become more holistic. Rather than focusing on one aspect of personal wellness, medical professionals now have the ability to combine different components of healthcare to create comprehensive treatment plans that can aid physical, mental, emotional, and social health.
'The book covers the most frequent causes of sickness in America, not uncommon in the rest of the most advanced societies in the world, recognizing that the loss of body – mind – spirit axis is the root cause for the manifestation and progression of all human misfortunes and maladies. It’s an open window to start a smart conversation about options for new health challenges. David is opening the Pandora box for further discussion and contributions. I vote for this book as a relentless effort to bring this stimulating discussion to a starting point.'
Marcos Levy, MD
'The world is changing fast and probably the next ten years are going to be more transformative than ever before. The future is uncertain, but approaching it with rationality and strategically, as David Priede and his team do, is clearly the way. The book shows expertise in applying multiple lenses to health´s challenges, presenting innovative solutions that may change our lives. Everyone interested in the future of health will benefit from Priede´s vision and the way forward.'
Dr. Tiziana Priede Bergamini, PhD
'The Conditions Afflicting the Mind, Body, and Soul of America is an eye-opening look at the challenges of the American people and its root causes. In thorough detail, the book outlines the major mental, behavioral and health-related issues with studies and scientific data explaining the impact of the challenges now and in the future. The book digs deep into why these issues exist and what can be done. I highly recommend this book for bringing awareness to the future of the American people and how to solve it.'
Robert Nolan, BSCJ
'A comprehensive yet simple summary of main health conditions with its treatments. Great visuals with trends, current statistics, and resources.'
Cristina Grand, PsyD
'The prevalence, as well as negative health consequences and rates of mortality associated with these health conditions, are of great concern. Increased awareness about the complexities of the U.S health conundrum can garner increased motivation towards maximizing treatment and support options for those suffering and their loved ones, amongst the medical and scientific community, healthcare industry, and the public discourse at large.'
Danny Sullivan, MBA
'This book encourages readers to change lifestyles and develop better health habits. The number of deaths caused by these diseases is alarming and shows the magnitude of the health problems facing the U.S. The severity of health conditions affecting so many Americans will get worse. With high medical costs and inadequate access to health care, I am concerned about our health. The Future of Health chapter provides hope as many new technologies and advancements will bring worldwide balance and provide much help to many. It has motivated me to incorporate more physical activity, better sleep, nutrition, and mental hygiene into my daily routine so that I can maintain and improve my health as well as my patients.'
David A. Wein, MD
The Future of Health: Emerging Technologies
In the rapidly growing digital age, new technologies are entering the medical field and transforming the patient experience. Advancements in virtual healthcare, artificial intelligence, nanomedicine, VR and AR, robot-assisted surgery, 3D printing, wearable healthcare trackers, medical tricorders, genome sequencing, and new drug development are fundamentally changing healthcare delivery by better connecting people with services, automating routine tasks, and using data to make better decisions about patient care.
New medical technologies reduce the risk of human error, provide quicker diagnoses, and offer more and better treatment options for more patients. But there are still challenges to overcome, and we still have a lot to learn.
Health will be defined as more than just the absence of disease. Healthcare is shifting from treating diseases to promoting health and well-being. New health technologies will make healthcare more precise, efficient, and affordable, and will reach more people.
'The Future of Health: Emerging Technologies is a book that presents a comprehensive overview of the latest and most promising emerging technologies in healthcare. Dr. Priede, an expert in the field of health innovation and technology, explores how these technologies have the potential to revolutionize the way we prevent, diagnose, treat, and cure diseases. I am excited to see how these and other emerging technologies will transform healthcare in the coming years.'
Memorial Hermann Health System
'The book is well-written and well-researched, with plenty of examples, statistics, graphs, tables, and references to support the author's arguments. The book is also engaging and accessible, with clear language and real-life stories to illustrate the potential impact of each technology on our lives.'
Dr. Joanne Conroy
'In his latest book, Dr. Priede is not only informative, but also inspiring and optimistic, showing how we can overcome the limitations of our biology and achieve better health outcomes for ourselves and others. The book is a must-read for anyone who is interested in health, technology, or the future. I highly recommend this book to anyone who wants to learn more about the emerging technologies that will change healthcare forever.
Blue Cross and Blue Shield Association
'Overall, The Future of Health: Emerging Technologies is a thought-provoking book that provides a comprehensive overview of how technology is transforming healthcare. It is a must-read for anyone interested in the future of medicine.'
Dr. Jeffrey Balser
Vanderbilt University Medical Center | library |
http://kbowman.capeville.wfunet.wfu.edu/cubaproject/ | 2017-11-22T05:23:13 | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806465.90/warc/CC-MAIN-20171122050455-20171122070455-00588.warc.gz | 0.935102 | 1,844 | CC-MAIN-2017-47 | webtext-fineweb__CC-MAIN-2017-47__0__45830880 | en | About the Project
For over twenty years, the 13 acclaimed artists represented in this exhibition have ingeniously expressed their experiences of life in Cuba. They have survived cultural politics, difficult living conditions, and resource shortages that limited their access to the most basic materials, like paper. Their creative responses range from romantic reverie and nostalgia to humor and irony.
The exhibition gathers over 120 books, maquettes for unpublished projects, related prints, and printed objects. The books were designed for Ediciones Vigía, a collaborative artists’ press founded in 1985 in Matanzas. The only press of its kind in Cuba or perhaps anywhere, it began with a mimeograph machine and a borrowed typewriter. Its limited editions of works by leading Cuban authors as well as García Lorca and Rimbaud are designed and illustrated primarily by Rolando Estévez. Many are collaged with cloth, leaves, or wood scraps, making them unique; some are made as scrolls for hanging.
The opening of “Cuban Artists Books and Prints:1985-2009” will coincide with the fiftieth anniversary of the Cuban Revolution, but the intense independence of the works reveals the artists’ creative resilience and imaginative power to negotiate the political, social, and cultural difficulties and paradoxical privileges ruling their careers over the past two decades. Cuban cultural production in the 1990s disclosed a gaunt and threadbare state, and its newly adopted capitalist markets and greatly expanded commercial tourism required all citizens to navigate official social and economic policy changes as well as moral dilemmas. These works comment on daily existence, reflect awareness of international art currents, and draw on Cuban history and its traditional and popular cultures. Adaptation means making art despite privations, especially since the dissolution of the Soviet Union ended subsidies to Cuba.
Through Ediciones Vigía, young artists and writers took production into their own hands and, out of the need to make art, turned a very humble project into an elaborate production of sophisticated books. This exhibition is a visual feast. Remarkable formal invention, poignant poetry, and technical mastery of print media, especially with found materials, unite these delicate handmade works, which include books by once-censored or controversial national and international authors as well as children’s books and musical compositions. In one, made of paper with sand, feathers, and eggshells, Nancy Morejón, the well-known Afro-Cuban poet, pays homage to Ana Mendieta, the revered Cuban video and performance artist, who died under mysterious circumstances in New York City in the 1985.
Other rare books include the first version of Senel Paz’s screenplay for the legendary gay comedy Strawberry and Chocolate (1993), directed by Tomás Gutiérrez Alea, which caused a sensation in Cuba and achieved international renown. There are also early works by José Antonio Ponte, an infamous writer barely tolerated by the government, and illustrated works by Ana Akmatova and Pushkin.
Most of the artists represented here graduated from Cuba’s prestigious art academies, including the Higher Institute of Art (ISA) and the San Alejandro Art Academy, while a few went to technical or regional art academies. Their excellent, state-sponsored education and relative freedom to travel and sell works abroad are at odds with their sometimes critical commentary on life at home. Contributing artist Danilo Moreno was trained in Trinidad, Cuba, and graduated from its Oscar Fernández Morera Academy of Arts in 1999. His handmade “My Book” converts printed matter into a dress that is just as easily worn as read. His larger-than-life light-bulb sculpture is composed of soldered coins with the face of José Martí on them. The title, “Soldado”, which means both soldered and soldier, refers to the formal act of uniting metals and pays homage to the emblematic 19th-century hero of Cuban independence as an intellectual as well as a soldier.
Prints by Ibrahim Miranda and Sandra Ramos offer romantic, nostalgic views of the island or ironic interpretations of patriotism. Miranda superimposes fantastic beasts on old maps of Cuba. For her book Jabberwocky, Ramos mixes excerpts from Lewis Carroll’s text and John Tenniel’s images for Through the Looking Glass with her own on pages facing foldout mirrors (where they must be read). Other prints combine photographs of herself as a child with her illustrations of contemporary Cuban life, suggesting its fairytale quality, sardonically sketching the quotidian, and voicing her sense of loss.
Carlos Estévez, Rocío García, and Olympya Ortiz are among those who print words and images on objects to express interior worlds of escape and refuge. On a doll whose clothing is printed with his texts, Estévez reflects on the artist’s journey to the core of the soul. Crafting inscribed, “bullet-proof” garments, García illustrates how perilous love seems, while Olympya prints on umbrellas to poetically shield the artist from the public in an intimate realm of solitude and alienation.
The brothers Yoan and Iván Capote’s sculptured “CD” book from a paperback version of Cuba’s history in Chinese, titled “Rewritable,” is a metaphor for the constant rewriting of Cuban history in the face of ever-changing realities and complexities.
Tonel (Antonio Eligio Fernández) crafts an autobiographical account with acerbic humor and irony. I Spent Most of the Winter in Rhineland Writing These Boleros: A Fully Illustrated Winter Book combines lithographs and bolero lyrics to comment on the compromised material world in Cuba while exposing the loves and adventures of a Cuban artist living abroad in the 1990s.
Inside a book-sized matchbox, René Bravo Quintana’s matchstick character Spark comments sardonically on the 1990s “Special Period,” when the government required rationing and energy-saving practices to stave off economic collapse. Spark’s irreverent humor suggests that the revolution has lost some of its spark due to repeated setbacks and scarcities and weary spirits. René Peña produces text and photographs on a scroll tucked inside a sculptured film canister. His “Pictures and Stories” illustrate young Cubans’ drive for more independence in expressing their alternative worlds.
José Angel Vincench focuses on elections by printing ballots on official newspapers and enclosing them in metal envelopes pierced with barred windows. He also evokes the myriad religions at this crossroads of Catholicism and Afro-Caribbean faiths in his pop-art collages.
Sandra Ceballos of the Aglutinador Gallery narrates an ambiguous and erotic story about a medical operation. She and René Bravo Quintana used pages collaged with pills, nails, bandages, X-ray charts, and other materials to create pages, tucked inside a rusted metal box. As a group, these artists and artisans expand the definitions of the book to express their fluctuating Cuban identities. Most of them have exhibited in Europe or Canada, but their work is little known in the United States, and their prints and books have been never been exhibited together, here—or anywhere.
Program: A symposium at MoMA will feature Cuban artists and Cuban specialists from lending institutions. Following its New York debut, the exhibition will travel to Wake Forest University (Winston-Salem, NC) in fall 2009.
Contact: Linda S. Howe, [email protected]
Lenders include the Museum of Modern Art, the Grolier Club, Wake Forest University; Holly Block, Leslie Garfield, Linda S. Howe, Szilvia Tanenbaum, Ben Rodríguez Cubenas, Carole and Alex Rosenberg, Robert Ruben, and participating artists in show. Sponsors and Collaborating Institutions: The Reed Foundation, Inc., New York, NY; The Cuban Artists Fund, New York, NY; MoMA, New York, NY; The Grolier Club, New York, NY; and Wake Forest University, Winston-Salem, NC.
Guest curator: Linda S. Howe, Professor of Romance Languages, is author of Transgression and Conformity: Cuban Writers and Artists after the Revolution (University of Wisconsin Press, 2004), numerous articles on Cuban culture, and several English and Spanish translations of fiction and poetry. She founded and directed Wake Forest’s summer academic program at the University of Havana, 1997-2005. In 2005, Professor Howe curated an exhibition for the San Francisco Center for the Book, titled Journey to the Source: Handmade Books from Cuba and presented a workshop about Vigía books to students from area universities. In 2007, she presented a show at the Kohler Art Library of the Chazen Museum, University of Wisconsin, Madison. | library |
https://digital.darkhorse.com/books/021e34456f17495eb37fcfab24418eb2/incredible-adventures-of-dog-mendona-and-pizza-boy-volume-2-apocalypse-tpb | 2022-01-25T02:05:31 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320304749.63/warc/CC-MAIN-20220125005757-20220125035757-00160.warc.gz | 0.856025 | 145 | CC-MAIN-2022-05 | webtext-fineweb__CC-MAIN-2022-05__0__144369084 | en | The Incredible Adventures of Dog Mendonca and PizzaBoy
The Incredible Adventures of Dog Mendonca and Pizza Boy Volume 2: Apocalypse
A middle-aged werewolf, a six-thousand-year-old demon, a nervous gargoyle, and an out-of-work pizza delivery boy take a stand against the four horsemen of the apocalypse! A humor-filled romp through Judgment Day, this edition includes a foreword by director George A. Romero, a special "making of" section, and all Dog Mendonça stories from the Eisner Award–winning DHP anthology!
Includes all Dark Horse Presents stories!
Foreword by legendary filmmaker George A. Romero! | library |
https://whobylathick.es.tl/Free-audio-books-downloading-The-Cloud-Adoption-Playbook-d--Proven-Strategies-for-Transforming-Your-Organization-with-the-Cloud-by-Moe-Abdula%2C-Ingo-Averdunk%2C-Roland-Barcia%2C-Kyle-Brown%2C-Ndu-Emuchay-RTF.htm | 2019-12-12T03:50:49 | s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540536855.78/warc/CC-MAIN-20191212023648-20191212051648-00118.warc.gz | 0.844054 | 655 | CC-MAIN-2019-51 | webtext-fineweb__CC-MAIN-2019-51__0__94699009 | en | The Cloud Adoption Playbook: Proven Strategies for Transforming Your Organization with the Cloud by Moe Abdula, Ingo Averdunk, Roland Barcia, Kyle Brown The essential roadmaps for enterprise cloud adoption As cloud technologies continue to challenge the fundamental understanding of how businesses work, smart companies are moving quickly to adapt to a changing set of rules. Adopting the cloud requires a clear roadmap backed by use cases, grounded in practical real-world experience, to show the routes to successful adoption. The Cloud Adoption Playbook helps business and technology leaders in enterprise organizations sort through the options and make the best choices for accelerating cloud adoption and digital transformation. Written by a team of IBM technical executives with a wealth of real-world client experience, this book cuts through the hype, answers your questions, and helps you tailor your cloud adoption and digital transformation journey to the needs of your organization. This book will help you: Discover how the cloud can fulfill major business needs Adopt a standardized Cloud Adoption Framework and understand the key dimensions of cloud adoption and digital transformation Learn how cloud adoption impacts culture, architecture, security, and more Understand the roles of governance, methodology, and how the cloud impacts key players in your organization. Providing a collection of winning plays, championship advice, and real-world examples of successful adoption, this playbook is your ultimate resource for making the cloud work. There has never been a better time to adopt the cloud. Cloud solutions are more numerous and accessible than ever before, and evolving technology is making the cloud more reliable, more secure, and more necessary than ever before. Don’t let your organization be left behind! The Cloud Adoption Playbook gives you the essential guidance you need to make the smart choices that reduce your organizational risk and accelerate your cloud adoption and digital transformation.
More eBooks: Free ebooks to download in pdf format Nuestra adoracion importa: Guiando a otros a encontrarse con Dios (English Edition) by Bob Kauflin download pdf, Best free book downloads A Little Hatred 9780316187169 English version PDF PDB ePub site, Free ebooks download for free Practical Methods for Analysis and Design of HV Installation Grounding Systems by Ljubivoje M. Popovic English version 9780128144602 site, Pdf file free download ebooks The Enemy of the People: A Dangerous Time to Tell the Truth in America iBook English version by Jim Acosta pdf, Epub books to download free Data Visualisation: A Handbook for Data Driven Design download pdf, Ebooks download for free for mobile The Making of a Manager: What to Do When Everyone Looks to You by Julie Zhuo (English Edition) 9780735219564 site, Audio books download android Steven Universe All-in-One Edition site, Free download ebook pdf search The White Card: A Play in English 9781555978396 PDF read pdf, Download free books pdf The Mamba Mentality: How I Play 9780374201234 (English literature) by Kobe Bryant, Phil Jackson, Pau Gasol, Andrew D. Bernstein RTF here, Pdf download book Containment (English literature) DJVU download pdf, | library |
https://blogs.wdav.org/2020/08/did-beethoven-invent-anything/ | 2024-02-27T12:59:21 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474676.26/warc/CC-MAIN-20240227121318-20240227151318-00421.warc.gz | 0.950048 | 569 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__124973044 | en | By Lawrence Toppman
This may sound like a goofy question. He revolutionized genres with audaciously difficult symphonies, complex piano sonatas, a vast Missa Solemnis, etc. His profound string quartets and mysterious piano trios surpassed anything his old teacher Haydn imagined.
Yet in each case, Beethoven reinvented a familiar form. And in other areas, such as dramatic opera and oratorio, he put his own stamp on materials without altering their structures. His piano concertos, great as they are, differ from Mozart’s mainly in length and demands on the soloist, not to mention the keyboard itself.
As far as I can tell, he came up with only one idea from scratch, one we don’t associate with him: the song cycle. As the first major composer to link songs programmatically, he triggered outpourings from every major Romantic composer, all of whom outstripped him. Schubert and Schumann, Berlioz and Brahms, Dvorak and Mahler used Beethoven’s “An die ferne Geliebte” (“To the distant beloved”) as a jumping-off point for the great song cycles of the next 90 years.
Scholars debate whether the title refers to a woman who’s geographically far away or in heaven. He wrote these six songs – the only such cycle he composed – in 1816 at 45, though the lyrics express a dreamy passion that sits more easily on a younger man. Tenors usually sing it; my preferred recording comes from Fritz Wunderlich, whose death at 35 robbed the world of the greatest lyric tenor of the 1960s. If you want to see the 15-minute cycle being sung, try this performance by masterful baritone Dietrich Fischer-Dieskau and pianist Gerald Moore.
Vocal works were flowing from Beethoven’s pen at that point: He’d written 42 songs and canons the previous year and would write 29 more in 1816 after “Geliebte.” This cycle musicalizes poems by physician Alois Jeitteles, who at 22 was a published poet; Beethoven asked Jeitteles to provide related pieces expressing loneliness in solitude, pleasure in the contemplation of nature, rapture that the brook and clouds and birds see his beloved wherever she is, and hope for eventual reunion.
Unlike his predecessors, who wrote concert arias or piano-accompanied songs to create single moods, Beethoven wanted to take listeners on a brief but varied emotional journey. We often consider him the first great Romantic composer today, and this modestly pioneering cycle is one reason why. | library |
http://hispanidades.info/dvd-series-study-guide/study-guide-spanish/ | 2013-05-18T07:12:22 | s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368696381249/warc/CC-MAIN-20130516092621-00003-ip-10-60-113-184.ec2.internal.warc.gz | 0.921059 | 332 | CC-MAIN-2013-20 | webtext-fineweb__CC-MAIN-2013-20__0__58404603 | en | By Juan Epple, James Heinrich and David J. Curland 160 Pages. 2nd Edition. ISBN: 978-0982221747
This Spanish language Study Guide is the companion to the Spanish language version of the 5-DVD video series EL ESPEJO ENTERRADO (written and narrated by the famous Mexican writer and social commentator, Carlos Fuentes).
This Study Guide is the updated replacement for the “Workbook to accompany El Espejo Enterrado” by the same authors originally published by McGraw-Hill.
The series of five programs takes you on a fascinating journey through five hundred years of Spanish and Latin American history. Each one-hour program contains a number of short units (called unidades) lasting from four to eight minutes and dealing with a specific topic. The divisions into units is a creation of the authors and not indicated on film.
Often, study of the rich and varied culture of the Spanish-speaking world becomes separated from the study of the Spanish language. When accompanied by this Study Guide, the video series provides students with the opportunity to expand their knowledge of Spanish while simultaneously learning a great deal about Hispanic culture, beautifully presented on film with accompanying commentary by Carlos Fuentes.
This study guide is intended to facilitate an understanding of Fuentes commentary and the nature of the issues he discusses. Students will find that preparing themselves for each unit by reading carefully the summary (resumen) and studying the vocabulary and phrases as well as thinking about the issues (ideas para pensar) before viewing the video itself will make Fuentes commentary much easier to understand. | library |
http://agorainstitute.org/events/22 | 2018-11-20T12:01:42 | s3://commoncrawl/crawl-data/CC-MAIN-2018-47/segments/1542039746386.1/warc/CC-MAIN-20181120110505-20181120132505-00395.warc.gz | 0.975114 | 606 | CC-MAIN-2018-47 | webtext-fineweb__CC-MAIN-2018-47__0__106864272 | en | Religion and the Common Good
Rabbi Lord Jonathan Sacks
Rabbi Lord Jonathan Sacks is a global religious leader, philosopher, author and moral voice for our time. A frequent contributor to radio, television and the press both in Britain and around the world, he has been described by former British Prime Minister Tony Blair as “truly a towering figure in the intellectual life… [who] relates the insights of religion to the modern world and retells the story of faith in a compelling way.”
Born in London in 1948, Rabbi Sacks obtained first class honours in philosophy at Gonville and Caius College, Cambridge, before pursuing postgraduate studies at New College, Oxford and gaining his Ph.D from King’s College London in 1981. He received rabbinic ordination from Jews’ College in London and Yeshiva Etz Chaim in Israel.
Rabbi Sacks was appointed to serve as Chief Rabbi of the United Hebrew Congregations of the Commonwealth in September 1991, stepping down from office after 22 years in September 2013. He was only the sixth incumbent since the role was formalized in 1845.
A visiting professor at several universities in Britain, the United States and Israel, Rabbi Sacks is currently Visiting Professor of Theology at Kings’ College London. He holds 16 honorary degrees, including a Doctor of Divinity conferred to mark his first ten years in office as Chief Rabbi, by the then Archbishop of Canterbury, Lord Carey.
In recognition of his work, Rabbi Sacks has been awarded several international awards, including the Jerusalem Prize in 1995 for his contribution to diaspora Jewish life and The Ladislaus Laszt Ecumenical and Social Concern Award from Ben Gurion University in Israel in 2011. He was knighted by Her Majesty The Queen in 2005 and made a Life Peer, taking his seat in the House of Lords in October 2009.
The author of 24 books, Rabbi Sacks has published commentaries to the daily Jewish prayer Book (siddur) and has completed commentaries to the Rosh Hashanah, Yom Kippur and Pesach festival prayer books (machzorim) to date. His most recent secular book – The Great Partnership: God, Science and the Search for Meaning – was published in July 2011 and was shortlisted for the National Jewish Book Awards in 2012. A number of his books have won literary awards, including the Grawemeyer Prize for Religion in 2004 for The Dignity of Difference, and a National Jewish Book Award in 2000 for A Letter in the Scroll. Covenant & Conversation: Genesis was also awarded a National Jewish Book Award in 2009. His Covenant & Conversation commentaries to the weekly Torah portion are read by thousands of people in Jewish communities around the world.
Rabbi Sacks has been married to Elaine since 1970. Together, they have three children – Joshua, Dina and Gila – and several grandchildren. | library |
https://orewabeach.co.nz/event/poetry-on-the-beach/ | 2023-12-01T15:44:20 | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100290.24/warc/CC-MAIN-20231201151933-20231201181933-00671.warc.gz | 0.920657 | 151 | CC-MAIN-2023-50 | webtext-fineweb__CC-MAIN-2023-50__0__250062402 | en | - This event has passed.
Poetry on the Beach
27 August, 2022 @ 12:30 pm - 1:30 pm NZST
Come and write your own, original poem on the sand at Orewa Beach.
Click here for more information
Poetry on the Beach is a wrap-up event for National Poetry Day, and will be held on Saturday 27th August 2022 at 12:30pm-1:30pm, at Moana Reserve, Orewa Beach, Auckland, New Zealand, followed by people’s choice prize draw and poem reading at Orewa Library (12 Moana Ave) at 2pm.
Entry details : $5, open to all ages and all levels of poetic experience | library |
https://nocturnalsworld.com/product/the-weeping-wombat-ebook | 2022-01-17T17:18:45 | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300574.19/warc/CC-MAIN-20220117151834-20220117181834-00484.warc.gz | 0.880219 | 812 | CC-MAIN-2022-05 | webtext-fineweb__CC-MAIN-2022-05__0__164354082 | en | The Weeping Wombat (Level 3)
Paperback | 64 pages | 6 x 9 inches | 9781944020545 | August 11, 2020
“The Nocturnals does not disappoint.” —Booklist
“Compelling characters involved in lessons spotlighting life skills.” —School Library Journal
In this Nocturnals Level 3 Early Reader, The Weeping Wombat, the Nocturnal Brigade—Tobin, a sweet pangolin, Bismark, a loud-mouthed sugar glider, and Dawn, a serious fox—hear Walter the wombat whimpering under a willow tree. Walter tells the friends that the other wombats call him a wimp because he weeps. The Nocturnal Brigade tell Walter that weeping is just another way of expressing how we feel and that, like a good laugh, a good weep can feel great.
GREAT BEGINNING READERS FOR DISTANCE LEARNING!
Download the series's complimentary printable activities at NocturnalsWorld.com: Sight Word Games, Makerspace Crafts, Bingo, Common Core Language Arts Educator Guide, Social Emotional Learning (SEL) Activities, and More!
Includes Bonus Nocturnals Fun Facts and Animal Glossary (Ages 5-7)
Life Skill Themes include Empathy and Expressing Feelings and Emotions.
Read All Eight of the Nocturnals Grow & Read Adventures, like The Chestnut Challenge, which introduces Beginning Readers to Life Skill Themes such as Good Sportsmanship, Playing Games for Fun, and Forgiveness.
They all feature Dawn, a serious fox, Tobin, a sweet pangolin, and Bismark, a pint-sized sugar glider.
Illustrator: Josie Yee
Color illustrations throughout
Fountas & Pinnell: Guided Reading Level: M
Lexile Ranking: 490L • Grade Level Equivalent: 2-3
Interest Level by Grade: Pre-K to 3rd
What People Are Saying
“The book is aimed at readers just transitioning into more difficult books, while also teaching important social-emotional skills. Yee’s comic illustrations show exactly how characters are feeling and what is being described, and are perfectly in step with the text.”
—School Library Journal
“This banter-filled early reader describes the initial meeting between shy Tobin the pangolin, brash Bismark the sugar glider, and kindhearted Dawn the fox…the pared-down narration and dialogue quickly establish their personalities...Hecht successfully set the stage for more adventurous outings down the road.”
“Vivid illustrations pop off crisp white pages. Brief sentences in an oversize font, separated by plenty of white space, won’t overwhelm nascent readers. This successful endeavor manages to maintain the spirit of the original series while showing respect for new devotees."
“Especially and unreservedly recommended for family, elementary school, and community library collections.”
—Midwest Book Review
“The series addresses bullying and empathy in an easy, accessible way, and the books are meant to be read aloud.”
—New York Post
“Young readers will enjoy this spectacular story that is perfect for reading aloud in the classroom, library, or at home. The adorable artwork is engaging with a touch of silliness that is sure to bring a smile to the reader's face… Children can gain the concept of teamwork, the virtue of courage, and the love of reading just by flipping through the pages of this exciting book.”
—Children’s Book and Media Review
“A quirky, humorous book great for beginner readers, with fun illustrations…a great bonus at the end of the book is the fun facts about nocturnal animals.” | library |
https://lilyslegacyproject.com/ | 2024-02-27T04:17:08 | s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474670.19/warc/CC-MAIN-20240227021813-20240227051813-00881.warc.gz | 0.932904 | 322 | CC-MAIN-2024-10 | webtext-fineweb__CC-MAIN-2024-10__0__69178316 | en | Lily’s Legacy Project
Liberal Judaism has always been at the cutting edge of modernity, inclusivity and equality, providing a home for everyone’s Jewish story.
Lily’s Legacy examines how Liberal Judaism embodies the vision of its founders – Lily Montagu, Claude Montefiore and Rabbi Dr Israel Mattuck – both today and throughout its history. It will document, share and celebrate Liberal Judaism’s rich heritage as well as its contribution to British society, while preserving our legacy for future generations.
To make this happen, we need your help. As we begin, we are asking Liberal Judaism’s members and friends, to share their stories, and copies of their memorabilia to be included in the final collection.
We also need volunteers to help in various ways during the project including recording the history and creating materials for final exhibition and educational resources. Volunteers will receive free skills training in collecting oral histories, archiving, interviewing and exhibition curation.
At the end of the project, we will celebrate the launch of our touring exhibition and archive collection with numerous exciting events including a symposium.
Partners and associates of the project include London Metropolitan Archives, The Wiener Library, Parkes Institute at the University of Southampton, The Woolf Institute at Cambridge, The Faith and Belief Forum, The Board of Deputies of British Jews, and the Jewish Museum London.
Liberal Judaism has launched its latest ground-breaking oral history project Lily’s Legacy: The Radical History & Heritage of Liberal Judaism in Britain and now we need your help! | library |
https://www.isadarleans.com/copy-of-home | 2024-04-24T10:03:35 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296819089.82/warc/CC-MAIN-20240424080812-20240424110812-00333.warc.gz | 0.978661 | 440 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__199653484 | en | Story by Isa D'Arleans
Once upon the time, in a far, far away galaxy, twirled a beautiful little planet by the name of Earth.
At her humble beginnings, Earth was lusciously green and bountiful, but the little planet started to experience uneasiness when her habitants began engaging in wars and trivial unions in order to access more of her resources. Trusting that her habitants would eventually recognize the tremendous value of her gifts, the little planet eagerly gave and gave, offering her clean and fresh water, her minerals and precious metals, her natural beauty. As she spun around the sun in the freedom of her magical essence, she rejoiced in nourishing her habitants with the love and selflessness of a mother to her children.
But soon decades became centuries and the Earth family grew at a speed that started threatening the equilibrium of their mother’s fine and sensitive balance. Her efforts to feed and serve her habitants started slowly depleting her of her once colossal strength and plentiful resources. She started showing signs of fatigue, overwhelmed by the ever amounting toxins she had to absorb.
In all her years of existence, her habitants had never stopped fighting. Their greedy instincts left her puzzled. How could such destructive behavior possibly help them in the long run? Still she continued to give as much as she could.
Eventually, starting to feel the disastrous results of her continuous efforts, she found herself reaching out for the help of her galaxy friends, THE PROGRESSORS, who had kept a worried eye on her irresponsible habitants for quite some time. The Cabinet of THE PROGRESSORS were ready to take action. After a quick meeting and a concise plan, they started their descent to Earth with a heavy sense of urgency.
Upon their arrival, they were relieved to find out that millions of Earth’s habitants had started organizing themselves in groups and coalitions in an effort to better their world and start building a more vibrant future.
The work was vast and the effort was grand.
This story is to acknowledge the power of community and the vibrancy and importance of connectedness. | library |
http://dev.mylocalsocial.com/docs/tutorials/simple_app | 2014-04-24T08:52:32 | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223206118.10/warc/CC-MAIN-20140423032006-00176-ip-10-147-4-33.ec2.internal.warc.gz | 0.860519 | 618 | CC-MAIN-2014-15 | webtext-fineweb__CC-MAIN-2014-15__0__60627864 | en | This tutorial shows you how to get started using LocalSocial and walks you through the very initial elements you need to use in the LocalSocial Library on Android, and in the LocalSocial API. For obvious reasons, this is called the Simple Application, and the source code is available.
Documentation » Tutorials
Download the Source Code
This source code shows you how to get started using LocalSocial and walks you through the very initial elements you need to use in the LocalSocial Library on Android, and in the LocalSocial API.
The first step involved in using LocalSocial is to configure the Client application to access the LocalSocial Service. The Client application must provide an instance of the com.localsocial.LocalSocial.AppConfiguration interface. The mandatory configuration parameters are:
- the Service Name, “Simple” in this case. This is your name for the service you are developing.
- the consumer secret, the OAuth consumer secret that was generated when you registered your application.
- the consumer key, the OAuth consumer key generated when you registered your application
Note: You must keep your consumer details secret.
LocalSocial provides an implementation of this interface called com.localsocial.config.SimpleAppConfiguration. Once created, this AppConfiguration object must be given to LocalSocial with to the LocalSocialFactory.setDefaultConfig.
For example , SimpleApp defines a method called bootstrap(). This method is called from the Android onCreate method. When bootstrap() completes then you can access the LocalSocial object instance. However, as we'll see in the next section, you may need to authorise your application before you can access LocalSocial Remote services.
Once you have bootstrapped LocalSocial in your client application, you can now load an existing OAuth Access token for your client or generate a new one. This access token is then used to access the LocalSocial service.
The steps involved in authorising the application are:
- Attempt to load an existing Access Token
- if this fails then
- Generate a new Request Token
- Authorise the Request Token. It's good practise at this point to display a message to the user asking them to click a button to authorise the token
- Exchange the authorised Request token for a new Access Token
- Store the Access Token in the LocalSocial configuration
Now that you have ensured that LocalSocial has a valid access token, you can access your tags and create or update tags. This is easily accessed through the com.localsocial.remote.TagRemote interface.
To dump out all the tags associated with current device and namespace:
Although the simple app doesn't show deleting a tag, this can be easily done with the following sample code:
Note: In general these operations should not be performed in the UI thread of your application as they can take some time to complete. For example, on android, you should use an AsyncTask to execute these operations. See any of the sample applications for an example of this approach | library |
https://chineseacupuncturetcm.com/traditional-chinese-medicine-in-idioms/ | 2021-05-18T07:01:43 | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243989756.81/warc/CC-MAIN-20210518063944-20210518093944-00523.warc.gz | 0.979466 | 610 | CC-MAIN-2021-21 | webtext-fineweb__CC-MAIN-2021-21__0__50815932 | en | Heart disease is the most difficult to cure.The idiom "cup, bow and snake shadow" actually tells the story of "treating heart disease".
"Jin Shu · Yue Guang Zhuan" said that Yue Guang, a famous scholar in the Western Jin Dynasty, had a friend who had not been a guest for a long time.When Yue Guang asked, his friend said that he was worried about the last time he came to your house for a banquet, he was just about to pick up his glass, but he found a small snake in the cup, which made him unhappy.Although reluctantly drank the wine, can go home to toss and turn unpredictable, soon became ill.
A small wine cup can't hold a snake.Yue Guang thought that he had a horn bow hanging on his wall and painted a snake on the bow with paint. His friend was afraid that the reflection of the horn bow in the wine cup was a snake.So leguang called his friends to recreate the scene at that time.Sure enough, the snake's shadow in the cup was the same as before.After listening to Yue Guang's analysis, his friend's doubts were solved, and his heart suddenly recovered.
Traditional Chinese medicine master Gan Zuwang commented that the story of the bow and the snake shadow is the most typical psychotherapy.Yue Guang was only a scholar who was good at talking and analyzing reasons in Jin Dynasty, but his psychotherapy was better than many doctors.
The idiom "Xiyu Toufeng" is also a story of psychotherapy.During the period of the Three Kingdoms, Chen Linshan, one of the "seven sons of Jian'an", wrote a sharp and spicy style of writing.One day, Chen Lin made a petition to Cao Cao.At that time, Cao Cao was lying in bed with a headache.After reading the denunciation, Cao Cao actually sat up from the bed and said that Chen Lin's article cured his headache.Maybe it was Chen Lin's wonderful writing style that made Cao Cao feel deeply impressed.
Heart disease also needs heart medicine.Since ancient times, traditional Chinese medicine (TCM) has made unique research on psychotherapy and distinguished psychotherapy from the treatment of physiological diseases. Many causes and treatments of psychological diseases have been introduced in the classic book Huangdi Neijing.In the story of the shadow of the bow and the snake, Le Guangwei's method of treating anxiety is about the "method of restraining emotion and smoothing the principle" in traditional Chinese medicine. It uses words and actions to reproduce the scene and eliminate the doubts of his friends.
In ancient times, psychological diseases caused by the shadow of a snake in the cup were not uncommon.Due to the lack of scientific knowledge, it is difficult for the ancients to realize their psychological problems and get effective treatment.Nowadays, mental health has been paid more attention. In this process, TCM can provide a lot of beneficial enlightenment for mental health theory. | library |
http://www.grantsareus.com/2009/12/23/j-oconnell-associates-inc-secures-254k-in-nys-library-construction-funds/ | 2021-10-21T16:52:29 | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585439.59/warc/CC-MAIN-20211021164535-20211021194535-00554.warc.gz | 0.914016 | 118 | CC-MAIN-2021-43 | webtext-fineweb__CC-MAIN-2021-43__0__44458544 | en | December 23, 2009
J. O’Connell & Associates, Inc. secures $254,000 in NYS Library Construction Funds
Dansville Public Library: $54,326 for restoration of columns at front entryway and windows throughout historic building.
Gates Public Library: $199,639 for replacement of HVAC, lighting system and ceilings throughout building.
Funding was secured through the New York State Public Library Construction Grant Program. The New York State Library is a unit within the University of the State of New York – New York State Education Department. | library |
http://elliotackerman.com/book/waiting-for-eden/ | 2019-03-25T04:35:56 | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912203548.81/warc/CC-MAIN-20190325031213-20190325053213-00363.warc.gz | 0.953955 | 408 | CC-MAIN-2019-13 | webtext-fineweb__CC-MAIN-2019-13__0__184229477 | en | WAITING FOR EDEN
Eden Malcom lies in a bed, unable to move or to speak, imprisoned in his own mind. His wife Mary spends every day on the sofa in his hospital room. He has never even met their young daughter. And he will never again see the friend and fellow soldier who didn’t make it back home–and who narrates the novel. But on Christmas, the one day Mary is not at his bedside, Eden’s re-ordered consciousness comes flickering alive. As he begins to find a way to communicate, some troubling truths about his marriage–and about his life before he went to war–come to the surface. Is Eden the same man he once was: a husband, a friend, a father-to-be? What makes a life worth living? A piercingly insightful, deeply felt meditation on loyalty and betrayal, love and fear, Waiting for Eden is a tour de force of profound humanity.
“Gorgeously constructed . . . Unique . . . Both Eden’s and Mary’s fears and foibles are richly explored to create a deeply moving portrayal of how grief can begin even while our loved ones still cling to life . . . Ackerman’s focus on a single family makes the costs of war heartbreakingly clear, as does his drawing emotion and import from the smallest of acts with incredible skill . . . A wonderful novel.”
—Alexander Moran, Booklist (starred)
“Ackerman skillfully weaves his story…through a surprising, unconventional, and risky narrative strategy . . . Mary and the narrator inhabit a ‘space that is empty and white, waiting for [Eden]…We both wonder what will happen to us when he finally goes.’ The poignancy arises out of the fact that they both love Eden in their own way. An affecting, spare, and unusual novel.”—Kirkus Reviews (starred) | library |
https://harrypotterlegosets.com/harry-potter-lego-book-sets-review/ | 2024-04-17T21:08:02 | s3://commoncrawl/crawl-data/CC-MAIN-2024-18/segments/1712296817181.55/warc/CC-MAIN-20240417204934-20240417234934-00281.warc.gz | 0.899635 | 979 | CC-MAIN-2024-18 | webtext-fineweb__CC-MAIN-2024-18__0__40080555 | en | Harry Potter LEGO Book Sets A Deep Review
Introduction to Magical Tomes
On a quest for the latest addition to my Harry Potter collection, I stumbled upon the Harry Potter LEGO book sets, a series of magical volumes that open up to reveal intricately designed Hogwarts classrooms. Each book is a collector’s item, a piece of the wizarding world that brings the magic of Harry Potter into your hands. As a long-time enthusiast of both LEGO and Harry Potter, I knew these sets would be a special part of my collection, offering a unique building experience filled with nostalgia and charm.
Transfiguration Class: The Art of Metamorphosis (Set 76382)
The Transfiguration class set captures the essence of Professor McGonagall’s strict yet fascinating classroom. Opening the cover reveals a detailed scene of the Transfiguration classroom, complete with desks, a blackboard, and even a chest containing a boggart. The minifigures include Professor McGonagall, Ron Weasley, and Hermione Granger, each with their own accessories to bring the class to life. Building this set is like attending a lesson in Transfiguration, complete with the surprises and challenges that come with mastering the art of changing one thing into another.
Potions Class: A Cauldron Full of Secrets (Set 76383)
Descending into the dungeons, the Potions class set unfolds to reveal the shadowy world of potion-making. The walls are lined with shelves of ingredients and potion bottles, and a cauldron sits ready for the day’s lesson. This set features Professor Snape looming over Harry Potter and Draco Malfoy as they attempt to brew their potions. The attention to detail in the potions, cauldrons, and classroom accessories makes this set a captivating build, offering a glimpse into the meticulous and often perilous world of potion-making.
Herbology Class: Cultivating Wonder (Set 76384)
Step into the Hogwarts greenhouses with the Herbology class set. As you open the book, you’re greeted with a lush scene filled with planters, greenery, and the tools of the Herbology trade. The minifigures include Professor Sprout, Cedric Diggory, and Neville Longbottom, complete with earmuffs for handling the noisy Mandrakes. This set is not just a build; it’s an exploration of the magical flora that plays such a crucial role in the Harry Potter series, from the life-saving properties of certain plants to the dangers lurking in the pots.
Lego Harry Potter Herbology Class Review ( 76384 )
Charms Class: The Spellbinding Study (Set 76385)
The Charms class set invites you into Professor Flitwick’s lesson on levitation. The book opens to a classroom scene with floating feathers and an array of charm-work accessories. The set includes minifigures of Professor Flitwick, Harry Potter, and Cho Chang, each engaged in practicing their levitation spells. The interactive elements, like the feathers that can be made to “float,” bring a dynamic aspect to this build, making it a playful and engaging set for fans of all ages.
LEGO Harry Potter Charms Class – Review (76385)
Pros of the Harry Potter LEGO Book Sets
The Harry Potter LEGO book sets are a testament to LEGO’s creativity and commitment to detail. Each set offers a unique building experience, with intricate details that capture the essence of the Hogwarts classes. They are compact and portable, making them perfect for display or play. The inclusion of beloved characters as minifigures adds to the storytelling potential, allowing fans to recreate their favorite scenes or imagine new ones.
Cons of the Harry Potter LEGO Book Sets
While the sets are beautifully designed, their compact nature means they are somewhat limited in scale and scope. The smaller size might leave some builders wanting more. Additionally, to fully experience the Hogwarts curriculum, enthusiasts may feel compelled to collect all the sets, which can be a considerable investment.
Conclusion: A Magical Addition to Any Collection
The Harry Potter LEGO book sets are more than just building kits; they are a gateway to the magical world of Hogwarts. Each set offers a unique glimpse into the life and lessons of a Hogwarts student, with the charm and detail that fans have come to expect from LEGO. As I placed the final piece on my Charms class set, I couldn’t help but feel a wave of nostalgia and delight. These sets are a must-have for any Harry Potter fan, offering not just a fun building experience but a piece of the magic that has captivated us for so long. Whether displayed on a shelf or played with in imaginative reenactments, these enchanted volumes are a spellbinding addition to any collection. | library |
http://myfiles.kcc.edu/ | 2019-04-24T19:48:21 | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578656640.56/warc/CC-MAIN-20190424194348-20190424220348-00144.warc.gz | 0.860527 | 196 | CC-MAIN-2019-18 | webtext-fineweb__CC-MAIN-2019-18__0__165237251 | en | Myfiles.kcc.edu provides remote file access for authorized users only.
Access to this resource is governed by Kanakee Community College's Information Technology Services (ITS) policies including, but not limited to, KCC's Remote Access policy and Acceptable Use policy. By clicking [Accept] you agree to be bound by the terms outlined in all applicable ITS policies.
To access this resource use the same user name and password that you use to access other online KCC resources such as KCC Connect and Canvas.
To access the FileWay User Guide, click here. Please note that all features have not been implemented.
Important InformationSome web browsers prevent the running of scripting controls by default. If you see the information bar message below (or something similar) ...
Click on the information bar and select "Allow Blocked Content..." Then click the [Yes] button on the dialog box that appears. You will now be able to access the site. | library |
http://savinghenry.com/tag/the-bob-edwards-show/ | 2017-04-26T07:55:52 | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917121216.64/warc/CC-MAIN-20170423031201-00039-ip-10-145-167-34.ec2.internal.warc.gz | 0.977354 | 355 | CC-MAIN-2017-17 | webtext-fineweb__CC-MAIN-2017-17__0__244148398 | en | Tuesday, March 2, 2010
I had the incredible good fortune of being interviewed by Bob Edwards, someone I have long admired. We talked for an hour about my new book. Below is a piece that The Bob Edwards Show put on its blog the day the radio show aired.
Laurie Strongin and her husband Allen Goldberg are not the type of people who give up easily. When they learned their child Henry had a fatal genetic disease called Fanconi anemia, they quickly decided to do everything they could to remove the word “fatal” from that diagnosis. Their efforts were unsuccessful, ultimately, but what they did succeed in was removing the word “disease” from Henry’s life. The book Saving Henry tells a remarkable story of a child who never thought of himself as sick and a family who decided to pack as much living as they could into Henry’s short life.
Parents will find the book simultaneously rewarding and difficult. Strongin writes so well about her happy, precocious first-born son — detailing his favorite things, recounting family vacations — that we begin to forget that word “disease” too. The inevitable result of Fanconi anemia comes as a shock, even in print. Strongin says she thinks of Saving Henry as a hopeful book, and I agree. There’s a lesson in it about eating dessert first, putting fun ahead of chores, and learning not to sweat the small stuff.
Goldberg continues to write letters to his son at this blog. And he and Strongin decided to share Henry’s positive outlook on long-term hospitalization through the foundation Hope for Henry, which brings a little joy to children with life threatening illnesses. | library |
http://aps.albertk12.org/ | 2017-02-22T19:47:53 | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171043.28/warc/CC-MAIN-20170219104611-00192-ip-10-171-10-108.ec2.internal.warc.gz | 0.857277 | 271 | CC-MAIN-2017-09 | webtext-fineweb__CC-MAIN-2017-09__0__130705640 | en | Albertville Primary School
February 20- No school- Presidents' Day
March 20-24-Spring Break
April 7-1/2 day for students
May 26- Last day of school
How to Access eBooks
Through the Internet:
- Search for Albertville City Schools (www.albertk12.org)
- Choose Albertville Primary from the “Schools” tab
- On the left side of the screen are links; go to the Library link
- Click on the icon of the red book with a smile on the spine ( this will take you to our search engine, Destiny Quest)
Once you have gotten onto the Destiny Quest site you will be able to search our library for eBooks by subject (i.e. bird eBooks, shape eBooks, farm eBooks…), or simply type in eBooks in the search box to see the eBooks we have available. Choose the book you want by clicking on the book or the title of the book. You can play the book by clicking on the Open button or go to the “Electronic Resources” and click the Read the Interactive eBook Now! link.
I would love to help you with any questions you may have! Feel free to contact me in the library or by email.
Jennifer A. Young | library |
http://writingwhilethekidssleep.blogspot.com/2012/07/childrens-classics.html | 2018-07-20T21:45:56 | s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591837.34/warc/CC-MAIN-20180720213434-20180720233434-00126.warc.gz | 0.978143 | 382 | CC-MAIN-2018-30 | webtext-fineweb__CC-MAIN-2018-30__0__87826438 | en | One of my favourite parts of the day is snuggling the children and reading them a story. I still enjoy reading picture books like Harry and the Dinosaurs with the three year old, but I love, most of all, reading my own childhood favourites to the older two.
We finished Charlotte's Web last weekend, in a fog of disappointment. I remember it being moving; I remember crying. I remember loving it. Reading it to the children, it seemed a trifle slow, and I was tempted to skip parts. I didn't find the characters half so enchanting. I wonder how the children will remember it - perhaps it is only magical if you are the right age, and not some middle-aged woman attempting to fake it a seven year old's mindset.
We're reading Eric Knight's Lassie Come Home now. If your only experience of Lassie is TV, you're missing out. This children's book, although sentimental in places, is fantastic and powerful and moving, and has lost none of its beauty. I remember my mother reading this aloud to my sisters and I in front of the three-bar fire, struggling to read through her tears. I remember re-reading it (over and over again) as a child, and the way the hairs on my arms would lift when I got to the climax.
I'm enjoying it just as much this time, although I'm glad no-one is eavesdropping on my Yorkshire accent (which is quite good in comparison to the vague attempts I'm making at the Scottish accent). I clearly haven't missed a career on the stage. A couple of times I've had to swallow hard to collect myself enough to read on...I'm loving it, and will have the tissues ready for the pay off moment at the end. Some books can bear endless re-reading, and this is one. Classic. | library |
https://paddleshop.co.nz/collections/accessories/products/molokai-oahu-through-the-years | 2022-07-06T00:51:00 | s3://commoncrawl/crawl-data/CC-MAIN-2022-27/segments/1656104655865.86/warc/CC-MAIN-20220705235755-20220706025755-00790.warc.gz | 0.938333 | 396 | CC-MAIN-2022-27 | webtext-fineweb__CC-MAIN-2022-27__0__32711092 | en | Moloka'i-O'ahu through the Years
This stunning hard-cover book tells the story of the Moloka‘i Channel race, the oldest and most prestigious outrigger canoe race in the world. Moloka'i Hoe, begun in 1952 for men and Na Wahine O Ke Kai, in 1979 for women, the canoe race currently attracts an international field of top crews and combines a colorful history with a rich Booktradition.
Billed as the world championships of canoe racing, crews contending for the title must train and prepare for months in order to put themselves in the best position to win. The great intangible is the unpredictable Moloka‘i (Kaiwi) Channel that has a well-deserved reputation as one of the roughest interisland channels in existence.
The outcome of the race generally hinges on how crews deal with conditions that can vary from water as calm as a lake to the most fearsome and turbulent, with extreme winds and huge waves. Once out of the channel, the next challenge and sometimes a critical factor is trying to unravel the best solution to often complex coastal currents and tide factors encountered off O‘ahu. For the winners, it is a tribute to a combination of excellent preparation, conditioning, teamwork and strategy that all come together to make the difference in a most memorable and satisfying athletic accomplishment.
Every year’s competition has a story of its own to tell, and Moloka'i-O'ahu through the Years highlights each race, its anecdotes, and the key players. With input and commentary from many of the race’s most respected participants along with a unique collection of both historical and current photographs, this book captures the challenge, the drama and the tradition of the event. With complete records, memorabilia, and fascinating sidebars, race coverage extends to every facet of what is popularly called the Super Bowl of outrigger canoe racing. | library |
http://www.gstenberg.se/publication_lists | 2017-03-28T19:43:47 | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189884.21/warc/CC-MAIN-20170322212949-00150-ip-10-233-31-227.ec2.internal.warc.gz | 0.922832 | 124 | CC-MAIN-2017-13 | webtext-fineweb__CC-MAIN-2017-13__0__119444739 | en | - My ResearchGate profile has a list of publications, including downloadable pdf versions of all items for which I am the principal author. Clicking on an item will also show a list of related articles. Download works, however, only for those who are ResearchGate members. Registration for membership is easy to do and free of charge.
- My Google Scholar profile gives a list of publications, and citation statistics, H-index etc. Clicking on an item will show citation statistics for that particular article, citing articles etc. A download link is also very often provided.
You can also download here (local link) | library |
http://www.uofthsa.com/essay-writing/ | 2018-02-22T22:48:12 | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814292.75/warc/CC-MAIN-20180222220118-20180223000118-00345.warc.gz | 0.914419 | 397 | CC-MAIN-2018-09 | webtext-fineweb__CC-MAIN-2018-09__0__53577724 | en | Navigating Historical Research at UofT - Courtney Lundrigan
The International Relations subject librarian at Trinity's Graham Library, Ms. Courtney Lundrigan, has put together a brief but comprehensive presentation guiding students through the steps of early research for an essay. This includes
- Conducting background research & topic negotiation
- Concept building
- A list of important databases accessible to UofT students
- Accessing primary resources
- Evaluating the quality and validity of information found, and
A copy of the Powerpoint presentation she used can be found here. If you'd like more information about any of the content, please feel free to contact her at [email protected].
Essay Writing Workshop - Tina Park
Tina Park, a PhD candidate at the University of Toronto and a TA for HIS311 Canadian International Relations, has put together a very thorough presentation on the steps to writing a successful essay. She addresses the nature of writing in history, the distinction between Political Science and History, as well as the mechanics of essay writing. Her Powerpoint from this presentation offers a comprehensive step-by-step guide, and is a must-have resource for students.
Evaluating Sources - Courtney Lundrigan
Ms. Lundrigan has put together a very helpful test students can use to evaluate the usefulness of their research material (both print and digital, including websites). You can access the CRAAP test here.
Writing Centres at the University of Toronto
The University of Toronto has multiple resources, both online and in-person, for students looking for help with the particulars of constructing and executing a university-level paper. Some of the most sought after resources are the writing centres, where students can book appointments for one-on-one help with their essay, no matter where they are in the stage of writing. These centres are college-specific, and spots tend to be filled up quickly, so book appointments well in advance! | library |
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