English/Language Arts

Hampton School District
English Competencies and Standards for Grade 3 in 2017-2018

▪ Decode multi-syllable words.
▪ Decode words with common Latin suffixes.
▪ Identify and know the meaning of the most common prefixes and derivational suffixes.
▪ Know and apply grade-level phonics and word analysis skills in decoding words.
▪ Read grade-appropriate irregularly spelled words.
▪ Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
▪ Read grade-level text with purpose and understanding.
▪ Read with sufficient accuracy and fluency to support comprehension.
▪ Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

▪ Ask and answer questions to demonstrate understanding of a literary text, referring explicitly to the text as the basis for the answers.
▪ By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
▪ Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
▪ Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
▪ Describe how each successive part of a literary text builds on earlier sections.
▪ Determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
▪ Determine the meaning of words and phrases as they are used in a literary text, distinguishing literal from nonliteral language.
▪ Distinguish their own point of view from that of the narrator or those of the characters.
▪ Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
▪ Recount stories, including fables, folktales, and myths from diverse cultures.
▪ Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza.

▪ Ask and answer questions to demonstrate understanding of an informational text, referring explicitly to the text as the basis for the answers.
▪ Compare and contrast the most important points and key details presented in two informational texts on the same topic relevant to grade 3.
▪ Describe the logical connection between particular sentences and paragraphs in an informational text.
▪ Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in an informational text, using language that pertains to time, sequence, and cause/effect.
▪ Determine the main idea of an informational text.
▪ Determine the meaning of general academic and domain-specific words and phrases in an informational text
relevant to a grade 3 topic or subject area.
▪ Distinguish their own point of view from that of the author of an informational text.
▪ Read and comprehend informational texts, including history/social studies, science, and technical texts, in the
grades 2-3 text complexity band proficiently.
▪ Recount the key details in an informational text and explain how they support the main idea.
▪ Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate
understanding of the text (e.g., where, when, why, and how key events occur).
▪ Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given
topic efficiently.

▪ Conduct short research projects that build knowledge about a topic.
▪ Develop the topic with facts, definitions, and details.
▪ Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
▪ Introduce a topic and group related information together; include illustrations when useful to aiding
▪ Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists
▪ Provide a concluding statement or section.
▪ Provide a sense of closure.
▪ Provide reasons that support the opinion.
▪ Recall information from experiences or gather information from print and digital sources.
▪ Take brief notes on sources and sort evidence into provided categories.
▪ Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.
▪ Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of
▪ Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
▪ Use temporal words and phrases to signal event order.
▪ With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3.)
▪ With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
▪ With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3.)
▪ Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
▪ Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
▪ Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.
▪ Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we looked for
▪ Capitalize appropriate words in titles.
▪ Choose words and phrases for effect.*
▪ Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
▪ Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
▪ Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
▪ Demonstrate understanding of word relationships and nuances in word meanings.
▪ Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading
and content, choosing flexibly from a range of strategies.
▪ Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
▪ Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g.,
knew, believed, suspected, heard, wondered).
▪ Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
▪ Ensure subject-verb and pronoun-antecedent agreement.*
▪ Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their role in a particular
▪ Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is
to be modified.
▪ Form and use possessives.
▪ Form and use regular and irregular plural nouns.
▪ Form and use regular and irregular verbs.
▪ Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
▪ Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
▪ Produce simple, compound, and complex sentences.
▪ Recognize and observe differences between the conventions of spoken and written standard English.
▪ Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company,
▪ Use abstract nouns (e.g., childhood).
▪ Use commas and quotation marks in dialogue.
▪ Use commas in addresses.
▪ Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness).
▪ Use coordinating and subordinating conjunctions.
▪ Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key
words and phrases.
▪ Use knowledge of language and its conventions when writing, speaking, reading, or listening.
▪ Use sentence-level context as a clue to the meaning of a word or phrase.
▪ Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending
rules, meaningful word parts) in writing words.

▪ Add visual displays when appropriate to emphasize or enhance certain facts or details.
▪ Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
▪ Ask questions to check understanding of information presented, stay on topic, and link their comments to the
remarks of others.
▪ Come to discussions prepared, having read or studied required material.
▪ Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace.
▪ Determine the main ideas and supporting details of a text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
partners on grade 3 topics and texts, building on others'' ideas and expressing their own clearly.
▪ Explain their own ideas and understanding in light of the discussion.
▪ Explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
▪ Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
▪ Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understandable pace.
▪ Speak in complete sentences when appropriate to task and situation in order to provide requested detail or

Hampton School District
English Competencies and Standards for Grade 3 in 2017-2018
This report was created with tools provided by Revolutionary Schools.
To learn more, visit www.RevolutionarySchools.com.


Jul 12, 2014

Sleeping Beauty and the Beast Interview

When did you realize that you wanted to become a writer?
In elementary school when my teachers would read my stories out loud and the students loved them.

Is being an Author all you dreamed of, or did it just happen? The best and worst thing about it?
I do love it a lot. I love how creative I get to be and then how I have to turn on the left side of my brain to edit. It really is prefect for me. The worst thing is the pay. The best thing is seeing the final product. I especially love reading the books I write to my children. That is a real treat for them and me.

What was the very first thing you ever wrote?
Aside from the things I wrote in school, the first actual book I wrote is a children's picture book called "The World is Still Beautiful." I wrote it after my grandma died in her memory. It is currently unpublished.

What made you create (your book)?  How did it come to you?
Sleeping Beauty and the Beast started with a dream. There is a part in the book where Eglantine is dreaming that the white roses are dying and they come back to life when she waters them with her tears. I had this dream in high school, wrote it in a notebook, and held onto it for all these years. The book went through several versions during brainstorming and ended up being part Sleeping Beauty and part Beauty and the Beast.

Who is your literary hero?
I'll list a few: George McDonald, C.S. Lewis, Jane Austen, Charles Dickens, Ralph Waldo Emerson.

How much of your characters are based on your traits or someone you know personally?
I think all of my characters have a little bit of myself in them. For example, Duncan's free spirit and Henry's dry humor and sarcasm. Writing has helped me understand how truly complex people are. If I can put a piece of myself in every character, we must be more complicated than I ever imagined.

Describe your main character in six words.
Childish, Savory, Asleep, Frustrated, Smitten, Charming

Describe the world you’ve created in six words.
Oceanic, Barbaric, Warfare, Witchcraft, Dreamy, Landscapes

What scene was your favorite to write?
I loved writing the war scene and when Eglantine would torment Henry in front of his aides and counselors since he was the only one who could see her.

What scene was the hardest for you to write?
Instead of a specific scene, I'll mention how difficult it was to write from two different perspectives each in a separate tense. The Beauty chapters are in first person present tense and the Beast chapters are in third person past tense. I'm sure there are still a few mix-ups in there. I was finding them even in the final proof. It was a real challenge.

What are you working on now?
A book about Peter Pan. I love it!

Goals? Accomplishments? Improvements?
I really want an agent someday. And I'd love to have my children's picture book ideas published. That is such a tough market! I want to keep improving my writing style and craft. I also love writing poetry and practice that often. I would love to have some of my poems published someday.

Are there any authors or books you recommend?
I always recommend "At the Back of the North Wind" by George McDonald. It is not his most well known book, but it is my favorite. I also love the book "Rinkitink in Oz" by L. Frank Baum.

What's your favorite thing to do when you're not writing?
I love just being with my family and playing games or watching movies. One of my daughters is so hilarious to watch movies with because she laughs hysterically in the funny parts. :) It's always more entertaining than the movie itself.


English Français

Esrefoglu Mosque

Date de soumission : 15/04/2011
Critères: (ii)(iv)
Catégorie : Culturel
Soumis par :
Permanent Delegation of Turkey to UNESCO
État, province ou région :
Beysehir District, City of Konya
Ref.: 5611

Les Listes indicatives des États parties sont publiées par le Centre du patrimoine mondial sur son site Internet et/ou dans les documents de travail afin de garantir la transparence et un accès aux informations et de faciliter l'harmonisation des Listes indicatives au niveau régional et sur le plan thématique.

Le contenu de chaque Liste indicative relève de la responsabilité exclusive de l'État partie concerné. La publication des Listes indicatives ne saurait être interprétée comme exprimant une prise de position de la part du Comité du patrimoine mondial, du Centre du patrimoine mondial ou du Secrétariat de l'UNESCO concernant le statut juridique d'un pays, d'un territoire, d'une ville, d'une zone ou de leurs frontières.

Les noms des biens figurent dans la langue dans laquelle les États parties les ont soumis.

Esrefoglu Mosque located 100 meters north of Beysehir Lake, in the Esrefoglu Neighborhood. The building size is 31,80 x 46,55 meters. Esrefoglu Mosque was constructed in a rich cultural environment as a complex with a tomb, caravanserai and a Turkish bath. The buildings around the mosque like madrasah and badastan belong to the later periods. Esrefoglu Mosque was built in 1299, by Emir Suleyman Bey. This date was clearly mentioned in the inscription panel on the inner door, ornamented with tiles.

Building is located along the north-south axis. North and east corner don't make a right angle. The edge was cut to constitute a fifth façade. The portal has 7,10 meters width, 10,10 meters height. The composition of the portal maintains the Seldjukid tradition. At the right of the portal, a minaret was erected that was well fitted to the façade. Harim, the inner space of the mosque, was composed by seven vertical naves to the mihrap wall separated by wooden beams. The middle nave is larger than the others and there is a window on the roof which is called Aydinlik Feneri. (Lantern) This element was used to give light to the inner space and on winters collect the snow and provide the humidity which wooden parts need. In south, in front of the mihrap wall a kargir dome was placed which is a Turkish architectural tradition.

Inner door to the harim and mihrap surfaces were plated by tile mosaics that are prominent examples of their era and maintain the Seldjukid Konya tradition. The composition on the tile mosaics consists of geometrical and botanical adornments, stalactites, rosettes and epigraphy. Minber that placed at the right of mihrap, was made of walnut tree wood and by a technique called Kündekari which is attaching the parts without gluing or nailing, just crossing. Wooden parts of the mosque was adorned by the richest examples of Kalemisi (hand-drawn) ornaments. This technique allows applying different colours on wood.

Justification de la Valeur Universelle Exceptionnelle

Esrefoglu Mosque includes all the main elements of early Anatolian Turkish architecture. The building is the biggest, best preserved wooden columned and roofed mosque in Islamic World. The kalemisi (a-hand-drawn ornament of wooden parts are the best preserved traditional technique peculiar to Turkey) and richest example of the World.

Criterion (ii) Mosque architecture is the most important subject in Turkish-Islamic Art, owing to their generally good condition and chance to be examined clearly in a historical development context. Wooden columned and roofed mosques constitute a separate and rare type. In Anatolia, architects of Turkish states turned to prefer "stone" instead of brick and terra cota. Wood is a traditional constructional material in Central Asia where the seeds of Turkish architecture were sown. Esrefoglu Mosque bears a Central Asian mosque character and symbolizes the transmitting of a life style to Anatolia.

Criterion (iv) Although there are some examples in different places, wooden columned and roofed mosques are not very frequent in Turkey. Building, with its size and good condition, is admitted as the biggest surviving example of this type. Besides, the ornamented wooden parts are substantially original.

Déclarations d’authenticité et/ou d’intégrité

Esrefoglu Mosque was registered as cultural property to be preserved by the statement of Superior Council of Immovable Antiquities and Monuments (dated 12/07/1980, numbered A-2280) In addition, the site surrounding the Esrefoglu Mosque protected by the Turkish Legislation for Preservation of Cultural and Natural Properties, Law No. 2863 amended as Urban Site since 03/06/1988, by the decision of related Regional Conservation Council.

Comparaison avec d’autres biens similaires

There are several wooden columned and roofed mosques in Turkey like Afyon Ulu Mosque and Ankara Arslanhane Mosque. Esrefoglu Mosque is the biggest and best preserved one of this type. It is the only mosque bearing all above mentioned characteristics.


Monitoring the Progress of Compressors and Decompressors

Your application can monitor the progress of a lengthy operation performed by a compressor or decompressor by sending it the address of a callback function. You can use the ICSetStatusProc function to send the address to the compressor or decompressor. When the compressor or decompressor receives this address, it sends status messages to the function. These messages indicate whether the operation is starting, stopping, yielding, or proceeding.

Software for developers
Delphi Components
.Net Components
Software for Android Developers
More information resources
Unix Manual Pages
Delphi Examples
Databases for Amazon shops developers
Amazon Categories Database
Browse Nodes Database


The Pizza Cone by Pizzacraft presents the most innovative way to eat pizza to date. The non-stick cone forms from Pizzacraft allow you to bake or grill your pizza into the shape of an ice cream cone. Once your crust is baked, fill your cone with the toppings of your choice and return to the oven for a unique pizza that you can even take on-the-go.


Here at Pipelinershirts.com, we strive to bring to you quality pipeline themed shirts that are durable enough to withstand the work that you do.  We are always adding new shirts to our lineup, so remember to check back often or sign up for our newsletter.  If you have any questions, comments, or concerns, feel free to drop us a line at: support@pipelinershirts.com


Nothing short of cutting words in stone somehow seem adequate enough to bring proper attention and tribute to the memory and passing of a life.

On Friday my father passed away.

And no level of technology or screaming or flags or firing cannons from a mountain-sized monument shaped with dynamite can pay enough tribute and respect due to him, nor solace to the pain, sadness, anger and frustration I feel and the rest of his family feels from his unnecessary passing.

You will be dearly missed, but your footprints in this world have only just begun.

I love you Dad.


Fast facts about permafrost – University of Copenhagen

Center for Permafrost (CENPERM) > Fast facts about perma...

Fast facts about permafrost

Permafrost is soil and sediment that are frozen more than two consecutive years, while the active layer is the upper part of the soil environment that thaws every summer. In practice, this means that permafrost occurs at an average air temperature of -2°C or colder. Active layer thickness varies with the season, but is 0.3 to 4 meters thick (shallow along the Arctic coast; deep in southern Siberia and the Qinghai-Tibetan Plateau). In the Northern Hemisphere, 24% of the ice-free land area, equivalent to 19 million square kilometer1, is more or less influenced by permafrost. Most of this area is found in Siberia, Canada, Alaska and Greenland.

  • In northern Siberia and Canada, the permafrost can extend down to depths of more than 700 meters.

  • Permafrost contains 1700 billion tons of organic material equaling almost half of all organic material in all soils1. This pool was built up over thousands of years and is only slowly degraded under the cold conditions in the Arctic. The amount of carbon in permafrost is four times the carbon that has been released to the atmosphere due to human activities in modern time2.

  • Arctic temperatures are expected to increase at roughly twice the global rate5. The Intergovernmental Panel on Climate Change (IPCC) will in their fifth report establish scenarios for the future, where the temperature in the Arctic will rise between 1.5 and 2.5°C by 2040 and with 2 to 7.5°C by 2100.

  • When the climate becomes warmer, the permafrost layer thaws completely or partially in parts of the landscape. In areas where ice caps are melting and glaciers are retreating, permafrost will again be formed.

  • Permafrost does not disappear from Greenland, because the permafrost is more than 100 meters thick in large parts of Greenland. Only the upper 1-2 m of permafrost is threatened by thawing in the coming years.

  • Permafrost may include both soil and solid rock. Rocks contain no organic material, while soil contains large amounts of organic material. If soil layers thaw due to global warming, the warming may increase the microbial decomposition of organic material.

  • Areas covered by permafrost are often a mosaic of areas with herbaceous plants, ericaceous plants, low scrub with willow bushes, and marshes, ponds and streams. In the areas bordering the Arctic permafrost is common in open forests with tree species such as birch, pine, larch and spruce.

  • The plant cover of permafrost in Greenland is dominated by a few hardy and hardy plants such as the Arctic Willow, heather, saxifrages, Dryas and various species of mosses, lichens, grasses and sedges. Under the extreme growing conditions in the high Arctic even 100 year old specimens of Arctic Willow are just a few centimeters high. In Russia, Scandinavia and Canada large areas of permafrost are covered with pine and birch forest. Due to global warming, plant growth in the Arctic increases and the tree line moves north.

  • Different groups of microorganisms produce carbon dioxide, methane, nitrous oxide and other greenhouse gases when permafrost thaws. Carbon dioxide is formed by a multitude of fungi and bacteria during break down of old plant material in soil. Methane is formed exclusively by a specific group of archaea (bacteria-like microorganisms) and converted to carbon dioxide by certain groups of bacteria. Nitrous oxide is formed by certain bacteria, which may also convert the nitrous oxide to atmospheric nitrogen (N2).

  • Measured over a 100 year period, the warming potential of methane in the atmosphere is 25 times higher than carbon dioxide. Methane formed in deep soil layers may be converted into carbon dioxide by micro-organisms in the upper layer of soil prior to the release from the soil surface to atmosphere.

  • No one knows for sure how many tons of greenhouse gases are emitted from thawed permafrost soils, but recently2 it was estimated that 110-231 billion tons of CO2 equivalents (about half from carbon dioxide and the other half from methane) will be emitted by 2040, and 850-1400 billion tons by 2100. This corresponds to an average annual emission rate of 4-8 billion tons of CO2 equivalents in the period 2011-2040 and annually 10-16 billion tons of CO2 equivalents in the period 2011-2100 as a result of thawing permafrost. For comparison, the anthropogenic emission of all greenhouse gases in 2010 is approximately 48 billion tons of CO2 equivalents3. Release of greenhouse gases from thawed permafrost to the atmosphere may increase global warming.

  • One gram of soil from the active layer may include more than one billion bacteria cells. If placed along each other, bacteria from one kilogram of active layer soil will form a 1000 km long chain. The number of bacteria in permafrost soil varies widely, typically from 1 to 1000 million per gram of soil4. Most of these bacteria and fungi in permafrost soil can not be cultured in the laboratory, but the identity of the microorganisms can be revealed by DNA-based techniques.

  • Permafrost may contain large quantities of ice, which is released as water when the permafrost thaws. This may cause soil collapse and increase transport of solutes, including organic matter, nutrients and pollution, which may be carried long distances by river or sea water.

  • Permafrost properties can rarely be assessed from the surface or from satellite images, so it is necessary to drill through the permafrost to measure its distribution and condition.

  • A warmer climate and less permafrost can open up a number of advantages for the people of Greenland, e.g. in relation to agriculture and extraction of minerals.

  1. Tarnocai et al. 2009. Soil organic carbon pools in the northern circumpolar permafrost region. Global Biogeochemical Cycles 23, GB2023
  2. Schuur et al. 2011. High risk of permafrost thaw. Nature 480, 32-33
  3. UNEP 2011. Bridging the Emissions Gap. A UNEP Synthesis Report. 56 p. UNEP, Nairobi, Kenya
  4. Hansen et al. 2007. Viability, diversity and composition of the bacterial community in a high Arctic permafrost soil from Spitsbergen, Northern Norway, Environmental Microbiology 9, 2870-2884 – and additional references in this paper. Yergeau et al. 2010. The functional potential of high Arctic permafrost revealed by metagenomic sequencing, qPCR and microarray analyses. The ISME Journal 4, 1206-1214
  5. IPCC 2007. Summary for policy makers. In: Climate Change 2007: The physical basis. Working group I contribution to the fourth assessment report of the Intergovernmental Panel on Climate Change (eds. Solomon et al.). Cambridge University Press, Cambridge, UK.


Wheels of pain disappearing

Over the last few days I’ve had two wheels of pain disappear on two different characters. Combine this with the servers crashing and being unavailable for 12+ hours and you’ve effectively robbed me of my money and my time. Please refund.

I forgot to mention all my yellow lotus potions also disappeared. How can you write such itty code???

new update lotus potion timer is 2 minutes because whiners got the nerf they wanted

If you place the wheel alone decay may have taken it. Always check with a repair hammer.


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The False Premise of National Education Standards

The education world is abuzz with the release Wednesday of draft curriculum guidelines by the Common Core State Standards Initiative. CCSSI's draft is closely watched because the Obama administration plans to withhold billions in federal funding from states that refuse to adopt it, or something very similar.

The whole idea of imposing a single set of age-based standards on all students rests on a false premise: that children are identical widgets capable of being dragged along an instructional conveyor belt at the same pace, benefiting equally from the experience.

But kids are different -- not only from one another, but when it comes to their own varying facility across subjects as well. Any single set of age-based standards, no matter how thoughtfully conceived, will necessarily be too slow or too fast for most children.

Consider a concrete example. The new CCSSI math standards place trigonometric functions (sine, cosine, etc.) well into the high school curriculum. Students would be taught this material in their mid teens. What good would that do for someone like Dick, who wrote this:

[W]hen I was eleven or twelve, I had read a book on trigonometry that I had checked out from the library. ... A few years later, when we studied trigonometry in school, I still had my notes and I saw that my [theorem proofs] were often different from those in the book. Sometimes, for a thing where I didn't notice a simple way to do it, I went all over the place till I got it. Other times, my way was most clever — the standard demonstration in the book was much more complicated! So sometimes I had 'em beat, and sometimes it was the other way around.

Dick — Richard P. Feynmann — told many other entertaining stories in his book Surely You're Joking, Mr. Feynmann ... like the time he asked a Time magazine reporter if he could refuse the Nobel Prize in Physics (“no”).

How does teaching (or re-teaching) trigonometry to all children at the same age help math whizzes like Feynmann? How does it help kids who find mathematics rough going, and lag behind their peers no matter how much support they receive from parents and teachers? The answer is obvious: it doesn't.


The History of Schiffergesellschaft

For the first time a property across the street of St. Jacobi is documented. It is what today is called Breite Straße 2.

26. Dezember 1401

Establishing the Schiffergesellschaft as Skt. Nicholas guild. The purpose of the guild is described as „to aid and comfort the living and the dead, and all who are looking for their honest and keep in the shipping industry.“. beschrieben.

um 1530

The time of the Reformation changed the religious landscape in Europe. Guilds fighting for their existence forced them to merge. The guild of St. Anne (est. 1495) and the Skt. Nicolaus guild join together to form a professional body for seafarers. They call themselves „Schippern Selshup“.

The Schiffergesellschaft buys the house and grounds across from St. Jacobi for 940 marks.

The new building of Schiffergesellschaft was rebuilt and neighboring buildings were purchased. 18 dwellings and the historic hall preserved to this day emerged during this work.

The Hanseatic maritime law was passed. The Schiffergesellschaft at the time is now an institution for navigation, which goes far beyond the social commitment originally described. Ship passes, Ship taxes, legal matters, mediation tasks, guarding the harbor, all this was the responsibility of the Schiffergesellschaft.

The compulsory guild was abolished, the Schiffergesellschaft lost members and so much needed revenue. After the debt had grown to 4000 Courant Mark the decision was made to make the public parts of the building accessible, and to lease as a restaurant. By leasing income the financial future of Schiffergesellschaft was secured for the moment.

A new and still valid statute is designed and approved. It has that member of the ‚Schiffergesellschaft‘ can only be who has the patent on Captain Grand Voyage (AG / A6). Applicants must show that they lived a ship, for whose guidance the above-mentioned patent is prescribed and live in Lübeck or environment.

Reichs-Minister of Justice Franz Gurtner coins the term of „Gleichschaltung“, triggering a wave of expropriations from. To avoid falling victim to this development, the Schiffergesellschaft became a non-profit organization.

The Schiffergesellschaft is extensively restored.

The Schiffergesellschaft is an association by legal enactment. It is managed by the Board of the Association. The restaurant is since March 2015 leased to the EngelHöhne oHG.

Florenz ✦ Lübeck ✦ Pisa ✦ Rom ✦ Venedig

The five glories of the Empire

1375 – Emperor Carolus, now known as Charles IV had his kingdom toured extensively, as he moved to the end of the Empire tour to Lübeck, but not without his entourage of bishops, earls and dukes and not without the Empress, including his own entourage. Arrived at the gates, the Emperor and Empress switched on horses to explore the city. It was an event of the century! Monks received the emperor at the castle gate, singing accompanied the visiters on the way into town, distinguished ladies and maids, all decked out in the finest silk and rich decoration, lined the route, the roads were freshly swept, almost like to say, the weather was specially this day presented.

The then 59 year old emperor was preparing a pompous reception, but also the most beautiful party is over and there comes a time of peace, the Emperor and Empress spent separately. Not quite separately, because between the Travelmanns house, now Löwenapotheke, and opposite the house on the other side of today‘s King Street in the residence of the emperors the City Council had built a wooden bridge from the window of the Imperial bedchamber to the window Empress Elisabeth handed. The bridge was richly decorated and well attended. The curious people gathered every evening under the bridge to attend the visit Carolus‘ in his empress.

At night, it is reported, burned during the visit of the Emperor so many lights that it was as bright as day. For the days of the Imperial visit Lübeck had become a Midsummer Night‘s Dream. This must have been a very special time for the emperor. His words of thanks were richly adorned, when he came to thank the City Council for the reception. He claimed the Council „masters“, a very special honor at that time, too much honor for the mayor Pleskow who asked the Emperor to treat him as subjects. The Emperor then answered: „The old directories Our Tresekammer from our in God resting forefathers, have that this city is one of the five men towns of the kingdom, and that their counsel people are among the aldermen and councilors of the Emperor, to may enter into him when it please them; have maintained as well as your ancestors.“

Statue von Kaiser Karl IV. in Prag | 50°5'10"N 14°24'50"E

A badge of honor called Lübeck in the same breath as Florence, Rome, Venice and Pisa – cities being famous for their beauty and tradition. Only 26 years before founding the Schiffergesellschaft our beautiful Lübeck had won by his qualities the reputation and goodwill of his emperor. Qualities that have preserved to the present day are Lübeck.

At the time of Emperor Charles IV, Lübeck was with 30 thousand inhabitants the second largest city in the German region. In size Lübeck has been overtaken, the beauty we have maintained. In the spirit as in architecture.


The next wave of smart cities is teetering on the edge–edge computing, that is.

Edge computing occurs at the edge of the wide area network (WAN), where the activity of the smart device takes place.Alphabet subsidiary Sidewalk Labs recently announced its partnership with Waterfront Toronto to transform a neglected 12-acre section of the city’s waterfront into a smart city the company hopes will become a model for sustainable and connected urban environments around the world.

The mixed-use Quayside neighborhood is the kickoff project for Sidewalk Toronto, which will blend people-centered urban design with digital technology to “achieve precedent-setting levels of sustainability, affordability, mobility, and economic opportunity.”

In January, Dan Doctoroff, Sidewalk Labs CEO and former deputy mayor of New York City, participated in a Reddit AMA about the project, which is currently in the early planning stage.

“One idea we’ve put forward is adaptive traffic signals that can recognize pedestrians, cyclists, and transit vehicles (in addition to cars) at intersections, helping to improve intersection safety for all users,” he stated.

Asked about the challenges of creating sufficient public space, he answered, “(W)e estimate that we can almost double the amount of public space available by adopting approaches like self-driving vehicles, which reduce the need for parking and separated roadways, and repurposing that space for parks and public spaces instead.”

The project will transform much more than 800 neglected acres of industrial space; like other smart city initiatives in Amsterdam, London, and Seoul, the Internet of Things (IoT) will be the foundation of developing, maintaining, and evolving a connected, sustainable way of life.

From smart traffic systems and autonomous buses to real-time air quality reports and intelligent meters that measure utility usage, the data required for many of these innovations will be processed on the edge of the network rather than in the cloud.

The Edge, Explained

Edge computing reduces latency and makes connected apps more resilient and responsive.To understand edge computing, it’s helpful to get a grip on the burgeoning scope of the IoT. There are roughly 23.14 billion connected IoT devices in use around the world as you read this, and that number will rise to nearly 31 billion in just two years.

In 2025, expect just shy of 80 billion devices to be in use and collecting data. IDC projects that the amount of data generated in 2025 will reach 180 zettabytes, up from 1 zettabyte in 2016. As the amount of devices increase along with the data they generate, data storage and transmission must keep pace.

According to Accenture, today’s IT infrastructures may not be sufficient to support the kind of real-time data processing required for many smart devices to generate intelligent actions on demand.

“Current infrastructures are designed around a few basic assumptions: enough bandwidth to support any remote application, an abundance of compute in a remote cloud, and nearly infinite storage. But the demand for immediate response times in physical world applications defies this approach.”

Despite the ever-increasing capacity of data centers and the near limitless capacity of the cloud, it’s not enough to enable time-critical IoT devices to respond as quickly as practicality demands. Edge computing occurs at the edge of the wide area network (WAN), where the activity of the smart device takes place. Edge computing reduces latency and makes connected apps more resilient and responsive.

In essence, edge computing is about time and scale. Because edge computing takes place at the device, it can be instantaneous, which is critical to replicating human responses to events. A driverless car, for instance, can’t afford the time it takes to send obstacle avoidance data to a centralized cloud data center and then back to the car because the seconds it would take to make that loop would mean the difference between a safe ride and calamity.

Cloud computing, on the other hand, is about space and power. Cloud is essential for data processing that takes a lot of computational power, such as machine learning, predictive and prescriptive analytics and certain types of process automation. Edge computing isn’t a replacement for cloud; it just has different, complementary strengths.

Products on the Edge

In essence, edge computing is about time and scale.Cloud pioneer Amazon Web Services (AWS) is sliding tidily into the edge arena, demonstrating how nicely edge and cloud computing can play together. The tech giant’s Greengrass software, according to the company, “seamlessly extends AWS to devices so they can act locally on the data they generate, while still using the cloud for management, analytics, and durable storage.”

Another nifty hybrid comes courtesy of Microsoft. Azure Stack brings the power of the cloud to the site where data is collected. Data can be processed locally then aggregated for analytics and decision-making.

Dell EMC’s Micro Module Data Centers bring miniature data centers to the edge. Taking up only half the space of a standard parking spot, these units feature local compute, storage, and networking, enabling the rapid processing of nearby data without the need to return it to a centralized data center or cloud provider.

Schneider Electric’s offering, the EcoStruxure™ IoT-enabled system architecture and platform, connects over one billion devices. A leader in smart building technology, the firm’s integrated Building Management Systems “provide a strong foundation for intelligent buildings that inspire occupant productivity and deliver optimal energy and operational efficiency.”

Building Cities on the Edge

Because edge computing takes place at the device, it can be instantaneous, which is critical to replicating human responses to events.The vision behind the Toronto Sidewalk project combines environmental stewardship, accessibility, mobility, and security for all of its residents, describing it as “a place that is enhanced by digital technology and data without giving up the privacy and security that everyone deserves.”

Accomplishing that vision will require a level of responsiveness engineered to shred minutes into milliseconds, a setting where edge computing shines.

Sidewalk Labs’ winning proposal outlines a host of the edge-enabled innovations, including utility channels designed for small-scale robots to move between building basements and beneath streets; a multi-source district heating and cooling system that will tap and export multiple sources of waste or free heat and cooling in the area; and a pay-as-you-throw digital smart chute waste system that can tell the difference between recyclables and trash.

Quayside’s proposed connectivity scheme includes high-speed wired communications, high bandwidth wireless communications over Wi-Fi and cellular technologies; and long-range, low-bandwidth connectivity using low-power WAN technologies.

Edge computing may even change the scope of building codes. Sidewalk Labs’ proposed outcome-based building code will require all the buildings in Quayside to collect quality-of-place metrics in real time, including noise levels, air quality, energy use, lighting, structural integrity, and more. Sidewalk will outfit the buildings with the necessary sensors, and work with city and provincial agencies to design pilot programs within existing regulatory frameworks.

When all is said and done, Quayside will be “the most measured community in the world.” As Sidewalk Labs wrote in the proposal, “[n]owhere else will researchers have access to a well-supported, standardized data platform, and models that enables rapid urban innovation—a city with an API.”


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Virginia Resisting Arrest Charges

Resisting arrest in Virginia is when an officer actually communicates physically or verbally to the person that they are under arrest, then that person affirmatively, with the intent to prevent the arrest, does something to avoid the arrest.

Avoiding lawful arrest could mean fleeing from, running away from, or evading the law enforcement officer when one of two things happens: the officer applies physical force by laying their hands on that person, or the officer communicates to that person that they are under arrest. The officer has a legal authority to do those things.

It could be an action as dramatic as running away from the officer or as non-dramatic as jerking away from the officer when they tell the person that they are under arrest. Whenever a person does not immediately succumb to an officer’s demand, that person can be charged with resisting arrest in Virginia and should consult with a criminal attorney as soon as possible to mitigate the damage.

Unique Aspects of Resisting Arrest

This does not vary depending on jurisdiction because resisting arrest is a state charge. The resisting arrest law, VA Code § 18.2-479.1, is a state law that applies in every jurisdiction.

Some police officers are very sensitive to resisting arrests in Virginia and any movement a person makes after being told they are under arrest can be considered as resisting arrest. Other officers might have a bit higher threshold of tolerance for people who are being told they are under arrest and their response to that information.

Separate Charges

Resisting arrest is always added as a separate charge. When someone is charged with a crime and the police opine that they resisted arrest at the time they were charged, the police tack that on as a separate, additional charge. When the person goes to court, he or she faces both of those charges.

Resisting arrest in Virginia can only be a Class 1 misdemeanor. There is no felony version of resisting arrest.

Challenging This Offense

When someone is charged with resisting arrest, the critical element is that the arrest itself is lawful. If someone is in the process of being charged with the crime, they might also get tagged with resisting arrest. If the defense attorney can show that the person should have never been arrested for the original crime in the first place, meaning the officer lacked probable cause or the statutory authority to place that person under arrest, the resisting arrest may also be lifted. Of course, the underlying charge is lifted as well.

The only mechanism to challenge a resisting arrest charge is in court. When a person is on the street and an officer says he or she is under arrest, that is not the time for debate, that is a time for compliance.

First Steps

The first thing someone should do when they are charged with resisting arrest in Virginia is to call a lawyer. If you are in this situation, you are at least one misdemeanor as well as another criminal charge. It is logically impossible to be charged with only resisting arrest.

At the very least, someone in this situation is facing two criminal charges, one of which is a Class 1 misdemeanor. These are not charges to be taken lightly and the very first thing that you should do is contact a seasoned criminal defense attorney who can help you pick your way out of this trouble.

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Frequently Asked Questions

What makes Zero Balancing different from other therapies such as massage?

Zero Balancing is unique because it actively invites your body to realise a more optimal inner balance. To explain what this means to your health and well-being, consider how a sailboat moves through water. The wind meets and engages the sail and a skilled sailor knows how to ‘tack’ into the wind to make the best of it so that his boat can move forward quickly. Using this sailing metaphor, in our body our energy meets and engages our bony skeleton – our body structure. Where this relationship is in a good balance, a person can be described as being well attuned or well ‘tacked’ into themselves. They are healthy and their life moves forward smoothly and easily. Those less well integrated in themselves might consequently meet more resistance in life and feel under-par. What sets Zero Balancing apart from other therapies is that it addresses this vital inner relationship, bringing these two forces of energy and structure into a more effective balance in the body, and in so doing, supports us as we negotiate an easier and less stressful passage through life.

What might I experience during a Zero Balancing session

What might I experience during a Zero Balancing session?

As the session unfolds and tension drops away, your breathing patterns might change, with periods of more shallow breathing followed by a deep outbreath or, your tummy might rumble. You might shed a few tears as memories of an old, deep sadness falls away, or feel little twitching movements in your body or feet, as your energy and structure physically realign. You might enjoy a sense of profound serenity in the room and no body signals at all – they are not a prerequisite.

What clothes would you recommend I wear?

We recommend your wearing soft loose clothing such as tracksuit trousers (or something similar) and a top with either short or long sleeves. For your comfort, we also suggest that you wear a pair of socks.

Is Zero Balancing suitable for everyone

Is Zero Balancing suitable for everyone?

On the whole, the answer to this question is yes, Zero Balancing is well suited to most people of all ages. Zero Balancing supports your body’s natural healing processes. It can amplify feelings of wellness in healthy people and support those feeling below par to feel more comfortable in themselves, with an increased vitality and sense of purpose.

When is Zero Balancing contraindicated?

We recommend that clients who are acutely ill, who are recovering from a recent bone fracture or surgery (allow two to thre months), or in the first trimester of pregnancy do not receive Zero Balancing.

A Zero Balancing practitioner will also not work with clients under the influence of alcohol or recreational drugs. In addition there are a small number of other long-term, high stress or deficiency illnesses that could be contraindicated for Zero Balancing, for example, unstable epilepsy, and other neurological conditions. In all cases, your Zero Balancing practitioner will be able to discuss your personal circumstances and advise you accordingly.

Zero Balancing works in conjunction with conventional medical therapies and is not a substitute for it.

Does my Zero Balancing practitioner need to know my medical history

Does my Zero Balancing practitioner need to know my medical history?

Although Zero Balancing is non-diagnostic, it is important for your practitioner to understand your history of surgeries, illnesses, accidents, and injuries in order to ensure they can work safely with you. So when you arrive for your first Zero Balancing session your practitioner will ask you for this information along with your contact details, and the reason for your visit. You can also speak to a practitioner before booking a session.

How often should I come for a session?

This will depend on your reason for receiving Zero Balancing or what has attracted you to it. Initially we recommend a minimum of three sessions over a period of three to eight weeks. If your physical or emotional pathology patterns have been deeply held in your body for a long time, then it might be appropriate for you to continue with more regular sessions, either weekly or fortnightly thereafter. After their initial series of sessions, many clients often choose to continue with sessions every four to five weeks. Your practitioner will be able to recommend a suitable schedule of appointments to suit your specific needs.

Do I need to do anything special after a session?

We recommend that you drink plenty of water after a session to keep yourself well hydrated. If you work out regularly, we also suggest you continue with your normal regime but train a little less intensively that day. Taking time for a cup of tea and some personal reflection after a session is also highly recommended.

Do I need to do anything special after a session


A particular concept Mystic Words

So you want the answers to the clue “A particular concept“? Well you are in the right place. Every level presents you with a grid of letter tiles and clues. These tiles contain maximum three letters each and clues are somewhat like puzzle hints. You also know that this clue has an answer with 6 letters. Still having problems getting the answer?

A particular concept 6 letters

Answer: Theory

Now tap on the letters to make the word Theory. It shouldn’t be so difficult. Hint: Start with the puzzles that are easier to figure out.

Finished solving this puzzle? You may want to return to the Mystic Words Bisque to find the answers to another puzzle in this category. For the daily puzzles click here!

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About the clue “A particular concept“:

Category: Mystic words Bisque
Level number: 38
Letters: 6 letters
Answer: Theory

A particular concept

The answers are provided manually so some of the clues might have a typo in it. If this is the case, go to our friendly website A particular concept and get the exact answer.


I entered both lotteries realizing selection would mean a step out of the comfort zone. As we approached the final segment of the show, my name was pulled to participate on the expert panel. This was power networking at its finest.

I got to introduce myself, express my views and open the door for conversation following the show. It increased my approachability as people felt they knew me and it increased my comfort at conversing with strangers because of our shared experience.

Did it make me nervous? Yes. Would I do it again? Yes. It made a difference in the experience It made me feel like I belonged and though I had attended with other solo travelers, I would do this on my own. Why not?

How has audience participation improved your solo experience at an event?


A Culture Of Teacher Collaboration Creates Peer Accountability

By Lindsay Sturman and Dvora Inwood

How do we improve chronically underperforming schools? The LAUSD Board, armed with newfound energy and a commitment to change, is wrestling with this question, and specifically how to bring accountability and urgency to the task. And while we absolutely must speed up the pace of change, one solution may be counter-intuitive: to take the time to build a culture of collaboration.

 Dvora Inwood and Lindsay Sturman

Dvora Inwood and Lindsay Sturman

If the term collaboration” doesn’t sound revolutionary, it may be because it actually has two meanings. When used with a little c, collaboration means whatever the speaker feels like it means – working together, kumbaya or “I’ll collaborate and listen, then I’ll do whatever I want.” But with a capital C, Collaboration is a school model that empowers teachers, transforms school culture and produces remarkable results for kids.

A system-wide model of Collaboration has the potential to be a win-win for the district and teachers. Teachers get freedom, and the district gets results that stem from the peer accountability this model creates. And as for parents -- who are forced to navigate this fractious war over how to improve public education – they get a détente so we can all focus on the kids.

In 1998, Richard DuFaur coined the phrase “Professional Learning Community” to describe a school model where teachers make the majority of decisions. Faculty meetings are built around analyzing student progress, analyzing the curriculum and changing direction as needed. In a “PLC,” teachers are given planning time during the day to work as a team. This model is taught at top schools of education (such as UCLA, Stanford and Harvard) and used at top private schools and lab schools, such as Bank Street in New York and UCLA Lab School in Los Angeles.

PLC is also known as Consensus Decision-Making, or Collaboration, and it has several enormous benefits. Most importantly, it empowers teachers to make the best decisions for their students. Principals, trained in the model, work with teachers to come to collaborative decisions. Nothing moves forward unless everyone agrees. (It’s also similar to the decision-making process for groups like Student Non-Violent Coordinating Committee during the Civil Rights movement). In this model, principals and districts do not make unilateral decisions and ram through curriculum changes or reforms. Decisions are made thoughtfully with full buy in.

This makes sense because there is no perfect curriculum out there. If there were, everyone would use it. For example, Everyday Math and Singapore Math both produce great results, depending on the teachers, students, community, resources and implementation. So if both work, who should decide?  It makes sense to let the people responsible for the implementation -- the people who know the students best -- decide.  And when teachers pick the curriculum and design the program, they have “skin in the game,” making them highly motivated to make it work. They decided, so if it doesn’t work, it’s their job to fix it or change it.

There are wide-ranging benefits for districts as well. A PLC forces districts out of the role of dictating school policies and curriculum (inputs) and into the role of oversight (outcomes). By setting goals and supporting schools in reaching those goals, districts can step back and let schools figure it out for themselves. Imagine a district of mentors and coaches who inspire and encourage.

When schools officially adopt a PLC culture, accountability infuses every aspect of the school, from contracts to schedules. Teachers have the clearly defined responsibility of documenting how well students are progressing with the curriculum and sharing their findings every week or two. If a teacher shows up to meetings empty handed, everyone notices, helps and/or pushes back. So while districts, unions and reformers work through the difficult process of creating a holistic teacher evaluation system, this model can create a quiet peer accountability that is both effective and uncontroversial.

Another unexpected benefit of teachers practicing consensus decision-making is the impact on the larger school culture, extending to students and parents, creating a virtuous cycle. Parents who feel heard become advocates and hard workers — volunteering and bringing solutions. Students who feel heard feel more a part of the school and have fewer discipline problems and higher achievement.

We saw these benefits play out at Larchmont Charter School, a diverse, collaborative K-12 we co-founded in 2005 with 100 other families.  While a Collaborative Model was baked into the charter petition, it was a cadre of dedicated teachers and leaders who made it a reality. The success of Larchmont undoubtedly has to do with the energy of the parents, the magic of a diverse community and the progressive curriculum, but there was another “secret sauce”: the culture of collaboration. Teachers design the program and change it as needed. They create a school culture that supports kids and families (and further supports our core value of diversity), which has enabled Larchmont to attract and retain intelligent, creative, dedicated teachers. By a variety of measures, including standardized tests, we have seen strong academic outcomes that have almost erased the achievement gap.

While reformers and unions may never agree on many things, they can find common ground in a Collaborative model. It can assuage the union’s greatest fears (unfair firing, an abusive work environment), while fulfilling reformers’ greatest hope – that underperforming teachers will be supported to improve or pressured to move on. By bringing this model to LAUSD, Los Angeles can be a national leader in not just a collaborative model, but collaborative reform.

-- The authors have worked together to help start diverse, progressive, high-performing charter schools in Los Angeles: Larchmont Charter, The City School, CLIC, and Valley Charter School.


Thursday, 30 September 2010

For my better understanding (and perhaps yours) - Black Holes, Revisited

I ended my last post with a question - what happens on the 'other end' of a black hole? Well, I don't really know how a black hole is created or how a black hole 'works'. Consider the below a research essay.

Almost every element in our universe above hydrogen was created by nuclear fusion, or the fusion of lighter atoms into a heavier ones.

For nuclear fusion to occur, two (or more) atoms must be compressed together with a force stronger than their respective polarity charges - think trying to force two positively-charged magnets together - so that their nuclei will touch and thus merge. If the binding energy needed for the new heavier atom is less than that needed for the two lighter atoms combined, excess energy, neutrons and electrons are released (explosion), but if the binding energy needed for the resulting larger atom is more, the new atom actually absorbs energy.

Creating nuclear fusion in our environment is extremely difficult: we lack a natural gravitational force strong enough to complete the task, and it takes extreme amounts of energy to force two atoms close enough to fuse (through extreme magnetic forces, particle acceleration, or through heating a plasma enough that its atoms grow agitated enough to collide). On the other hand, stars do all the work themselves.

Stars, the origin of most black holes, produce their energy through fusing hydrogen atoms (our lightest element) into helium. Fusion is attained through both the enormous gravitational compression and heat at the sun's core. Since the binding force and electrons needed for a helium atom (most commonly two neutrons, two protons, two electrons) is less than four hydrogen atoms (one proton, one electron each), energy is released. The helium produced progresses into and becomes the star's core.

Fusion between all atoms in the periodical table lighter than iron create the outward-pushing energy the star needs to counter the enormous inward-pushing core-crushing forces of its own gravity. Fusion between elements heavier than iron needs energy, an energy that can come only from the still-fusable layers above the star's core. So if the star's fusion cycle progresses enough that its core becomes iron, it will collapse.

Here's where the fun begins: since the star's mass, if it is great enough, can only incite a energy-eating fusion at its iron core, here begins a chain-reaction process (that I won't get into here) that will 'compact' the atoms at the star's core into an intensely dense mass of neutrons (that some think resembles the consistence of atom's nucleus - no further compression possible), generating a minor exposion of outward-going nuclear debris that, when mingling with the star's still-fusionable outer layers, will generate a secondary much larger explosion, or supernova (creating an energy that is great enough to generate atoms heavier than iron, in a process called 'r-process'), an explosion that will blow the heavier elements it generates away into the rest of the galaxy. All that remains of the supernova is an immensely compact sphere of unstructured neutron(-proton) core encased by other 'lighter' unstructured atomic elements (progressively: neutrons, electrons, and some ions).

So here we have an object with a huge gravitational pull, no energy and no atomic structure. What this object is called depends on its (former) size: if it was created from an average-sized star, it would be called a neutron star (a non-glowing body that has gravitational pull enough to bend light travelling through its gravitational pull), yet if it had even more mass, it would have a gravitational pull so great that even light could not escape it: this would be a black hole. There is even a hypothesis that, if the star was even larger, it would collapse into a mass so compact that even its core neutrons disintegrate into core of quark-gluon plasma. In any case, the result is a body with gravitational and kinetic constants, a body that can only affect/be affected by the gravity/mass of its neighbours. Black holes do not have a 'sucking power' that stretches to infinite distances; black holes can only affect objects within the limits of their gravitational pull, just like any other celestial body.

If it were up to me, I would tend to group all the above celestial phenomenæ into the same category.

What did I retain from all this? I find it very interesting that our universe's first atoms were hydrogen atoms - all heavier elements are a result of mass accumulation then nuclear fusion. I did learn that a gravity generated by a mass large enough can overcome even the atomic structures of the mass itself. I also think that a bit much is being made about a black hole's 'event horizon': gravity sucks, even light, alright - who cares what 'we see' as 'observers'?
Concerning my quest for a 'constant theory', I can retain that the universe at its most energetic was hydrogen atoms, and that the universe at its energy-eating deadest is black holes, and that gravity, a constant throughout, exists in/affects every known element in our universe. Yes, gravity can bend, or even trap, light... or does gravity bend/trap the beam along which light is travelling? But I digress into my theorising.

Sunday, 26 September 2010

The Theory of Everything - An attempt at summation.

I recently came across a video series made by Nottingham University - 'Sixty Symbols' - that was answers by prominent physicists and astronomers to 'outside-the-box' viewer-submitted questions. One of the most interesting can be found here.

I loved the videos, but one thing that bothered me about the answers, although they were interesting and often quite imaginative, is that they were not quite 'out of the box' in their conception; most scientists seem to be stuck on existing models and our perceptions of those models - I think that, in order to come to a conclusive answer to how our universe functions, we have to do away with how we feel matter and the passage of time. The universe functions quite well on its own without our understanding of it.

These videos cover a wide range of exploration - the big bang, string theory, dark matter, to name a few - but each line of research seems to be stuck in an almost political path defined over sometimes hundreds of years of research and discoveries, and not one defined by the discoveries themselves. There is a connecting something between each line of research, but in order to discover and define it, one must take a step back and rethink all objectively as a whole.

Forgetting the Human 'point of view'
The thing that bothered me the most was their attempt to explain dimensions: it is practical to our perception of matter that it has a measurable breadth, width and depth, but if we re-ask the question from a purely functional point of view, the answer should be much simpler: all matter without exception has 'three dimensions', otherwise it wouldn't exist. So let's reduce our perceivable dimensions to 'is or isn't' - or one. As I mentioned in an earlier post, our sense of time is but our perception of matter's interaction; the scientific measure of time, on the other hand, is a documentation of matter's inter-relational evolution (relative speeds, etc), and of course should be retained.

The 'Joining' theory - a tale of two states
The only energy scientists have difficulty explaining is gravity: all other forms of energy - photons, electricity, magnetism - are but a consequential result of the interaction and behaviour of existing matter/elements. I think that both gravity and the existence of matter can be explained in a unique answer: the interaction/attraction between two energetic states.

I am increasingly persuaded that our universe is 'full' - it is constructed on a base of uniform energy. What we see around us is but a disturbance in that energy, or an energy in conflict with/departed from its initial state; the matter created, from photons to quarks (again, anything above is consequential), is simply a result of the difference in speed between the two energies. One could add direction into the mix (a possible explanation for dimensions), but let's just stay in our dimension for now.

String theory is a kind of nice way of painting this interaction into a form understandable to humans, but I think it kind of misses the point - and I don't see the logic behind the 'nine dimensions' theory (already faultily based on our all-too-human 'three dimensions' point of view). What does make sense in string theory research is that gravity somehow 'bleeds' into other dimensions - but I think 'other dimensions' can be translated to 'one energy's attraction to (or attempt to return to) its initial state' - that would make sense, because in all levels of physics, it is the behaviour of a dominant mass that affects the behaviour of another (anomaly) moving within it. An eddy flowing into the Mississippi, after a few disturbances, will eventually be forced to go with the flow.

I think that our universe's 'base energy' is in a state that is... faster than light (or slower: position is relative, only the difference between the two energetic states matter). In any case, we can consider light to be the highest energetic state existing in our universe - anything charged beyond becomes the base energetic state, and simply 'disappears'.

Dark Matter, Dark Energy
I haven't come up with any concrete idea about Dark Matter or Dark Energy, but it would make sense if they were energies just beyond the speed of light - or perhaps the gravitational attraction of the 'base energy' itself.

Black Holes
When a star's inner core (nuclear fission) is not enough to resist its heavier outer layers, it collapses; if the star is big enough, it implodes into a tiny mass whose gravity is so great not even light can escape its pull. The going theory is that the centre of a black hole attains 'zero (infinate) density'... but what if, at the centre of the black hole, the atomical elements are compacted/energized enough to return to their former 'base energy' state? This would mean that a black hole would eventually dissipate, and they do, but this often (so the theory goes) would take hundreds of billions of years beyond even the life of our galaxy. If an atomical structure would break down into a form matching the 'base energy', wouldn't gravity dissipate as well? How is a black hole's massive gravitational pull maintained for so long? There must be something happening at 'the other side'...

Dimensions, again.
I really don't think dimensions matter in this model. It may be possible that the direction of an 'energy anomaly' through an 'energy base state' may determine a dimension, but if this were the case, an infinite number of dimensions would be possible. Also, in order for matter to pass from one dimension to another, it would first have to attain the 'base energy' state in order to 'change direction'... but let's save dimensions for another day.


Thunderstorms move through the GTA

Scattered thunderstorms are making their way through the GTA Monday afternoon.

In the east end, southern Durham region, including Pickering and Oshawa, was under a severe thunderstorm warning but that has now been called off.

The GTA is under a special weather statement warning of scattered thunderstorms with small hail and gusty winds of up to 70 km/h.


acute pain in the left anterior deltoid
back pain (sometimes but not always)

Visual assessment:

The right hip is higher with internal rotation of the left femur and compensatory external rotation of the left tibia. This would insinuate lengthened left medial hamstrings and popliteus, lengthened posterior fibres of the left gluteus medius and lateral rotators of the left hip.

Hypertrophy of the left thigh.

The left scapula is abducted/medially rotated. The left glenohumeral joint appears to be medially rotated although this may be the result of the medially rotated scapula. Efforts should focus on adducting the left scapula to be symmetric with the right scapula and to see if this apparent glenohumeral medial rotation resolves itself.

Primary exercises should focus on Adducting the left scapula and laterally rotating the left femur.  After 4 weeks exercises should extend to the medial hamstrings. Once the left scapula is maintained in a more adducted position, the glenohumeral joint can be assessed and appropriate rotator cuff exercises can be prescribed.

The higher right pelvis stretches the right abductors as the right hip is held in relative adduction, exercises should focus on creating tension in the right abductors at a shortened position. This may resolve the back pain.

Perform 1 set of exercises on the right and 3 sets on the left side- 8-12 reps twice a week

Left Single arm rows with scapula held in a stabilised position

Clams on left

Stretch left pec minor

Lower trapezius to reciprocally inhibit he pec minor


Launch performance from command line and new window

When I open a file from command line it takes a while to launch (more than 10s). When I open a new window it takes 5 or more seconds to open.

System specs:
Processor 2.3 GHz Intel Core i5
Memory 8 GB 1333 MHz DDR3
Graphics Intel HD Graphics 3000 512 MB
Software OS X 10.9.2

Bumping this one due to the issue still being present.

It’s not 5 or even 10 seconds these days, but still a good 3s on my various machines. To me, this is a significant disadvantage to other editors that feel more lightweight because of this. I’m thinking Notepad++ here, as an example.

The typical use case where this gets annoying is when opening files ad-hoc and in rapid succession, just to see what’s inside.
I do this a lot from the Windows Explorer for example. A right-click allows me to quickly open a file in Notepad++ (or doubleclick if the extension is mapped to it already), close it, go on to the next one… etc.

Instead I treat atom like a full blown IDE: I open it up in the morning, get my coffee and expect to never close it again until the end of the day.
Shouldn’t be like this.


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A topic by xxDADDY created Jan 15, 2017 Views: 54
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You are Liam FreeLance. A paranormal investigator Called to a closed case called " Fridget". <5 years ago a creature called "GRO;JRUTRIK" attacked two guards working in a police metro building and where found dead. the creatre is no known as "the sewer creature" many sightings have surfaced, but none like the one you are about to experience.>