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Planet Hunters widens the net for dwarf novae

David Dickinson, canada.com

Planet Hunters widens the net for dwarf novae

An artist's rendering of dwarf novae.

Handout / NASA

Online science volunteers may soon have the opportunity to help astrophysicists track down an exotic class of cosmic object.

Planet Hunters, a crowd-sourced project that combs the mass of data compiled by the Kepler space telescope, has set its sights on an unusual astronomical object: dwarf nova, a type of white dwarf star paired off in a tight orbit with a main sequence star.

Sixteen dwarf novae are currently known to be in the Kepler field. The variations that they exhibit “mimic” some of the traits Planet Hunter volunteers are already on the lookout for.

The Kepler telescope, launched in March 2009, is pointed towards a section of sky that is most likely to find exosolar planets: worlds outside our own solar system. Like many modern scientific projects, Kepler generates far more data than professional scientists could hope to analyze on their own.

Planet Hunters enlists amateur stargazers to assist professionals in combing through this data. No prior technical experience is assumed and volunteers can begin doing the “grunt work of science” after a ten minute tutorial. The program works by finding a consensus of hits in the data. Mistakes get weeded out and a signal emerges out of the noise as more and more volunteers notice something interesting in the light curve graphs.

Volunteers have already made several discoveries, such as the existence of a new type of active star-forming galaxy known as “Green Peas” and the discovery of “Hanny’s Voorwerp” by Dutch School teacher Hanny van Arkel.

Online volunteers shared in the credit in the research paper announcing the find.

Dwarf novae are important because they represent some of the cleanest objects for astronomers to study the formation of accretion disks around stars. This represents the buildup of dust and gas that swirls as an immense donut-shaped torus around a star. Studying the behavior and formation of accretion disks plays a role in understanding more distant and exotic objects, such as active galactic nuclei and supernovae. While participants won’t get to name these objects, they will share credit in the publication of discovery.

Could the first unearthing of a dwarf nova by Planet Hunter volunteers be forthcoming in the next year or so? Quite possibly. And with Planet Hunters, you could be part of the discovery.

What are exoplanets?

First discovered in the early 1990’s, exoplanets are tough to spot due to the glare of their nearby host. The method Kepler uses to spot them is to look for ‘transits’: tiny dips in the light output of the visible star as the unseen planet passes in front of it.

This method has some limitations. The orbit of the planet must be nearly edge on to our line of sight, which means that Kepler is more likely to pick up large planets close to its host star on short orbits. It’s not by chance that Kepler stares at its particular location: looking along the plane of our Milky Way galaxy assures that it has lots of targets in its field of view.


Are Correlations Too High to Justify REIT Investments?

 |  Includes: FTY, ICF, IYR, RWR, VNQ
by: Brad Case
Investors understand that correlations jumped across the board during the liquidity crisis, and some are now asking whether that means that they should exit any of their high-return asset classes because of higher correlations with the U.S. stock market.
That’s not how investors should think of correlation. A low correlation between two high-return asset classes means that we can invest more into BOTH of those asset classes without increasing the volatility of our overall portfolio. An increase in the correlation means that, in order to keep down the volatility of our overall portfolio, we must put more of our portfolio into low-return, low-volatility assets (such as Treasuries or other low-risk bonds) and reduce our exposure to BOTH high-return asset classes—not that we should keep one high-return investment and exit the other.
Over the long run, the correlation between domestic stocks and publicly traded domestic REITs—which enable investors to access the real estate asset class through the stock market—has been only around 50%, which meant that savvy investors could allocate significant shares of their portfolio to BOTH stocks and REITs without driving up their overall portfolio volatility. During the market crisis, the REIT-stock correlation went up to about 71%, but that’s still low enough to keep substantial allocations to both REITs and stocks. (My own portfolio, for example, now has 46% in stocks and 37% in REITs.)

In general, any optimally diversified investment portfolio will include substantial allocation to both of the high-return fundamental asset classes—stocks and real estate, accessed through publicly-traded REITs—along with the low-return fundamental asset classes (bonds and cash) and perhaps some high-return but non-fundamental assets such as commodities. The increase in correlations may have prompted investors to de-emphasize the higher-return asset classes, but they should not change that basic approach—and, when correlations return to long-run norms (as I believe they will), investors will want to return to their original emphasis on higher-return asset classes.

Disclosure: Author is long ING Real Estate Fund and Vanguard REIT Index Fund.


Graham signing onto letter against arms treaty

An aide to Graham told The Hill Friday afternoon he would sign onto the Moran letter.

Moran and the NRA are leading an effort to oppose the treaty out of concerns that it could restrict the Second Amendment rights of U.S. citizens if civilian arms are included.

Advocates of the treaty say it’s an important tool to keep weapons away from terrorists, and that not including civilian arms would gut the treaty. They also argue that any Second Amendment concerns are invalid, because the Constitution would trump international law anyway.

NRA CEO Wayne LaPierre told the U.N. conference negotiating the treaty that 58 senators had signed onto letters against it, referring to 2011 letters from Moran and Sen. Jon TesterJon TesterBernie Sanders’s awkward return to the Senate Senators roll out bipartisan gun proposal Congress should stop government hacking and protect the Fourth Amendment MORE (D-Mont.). Moran is now circulating a new letter to be released next week.

McCain has not said whether he will also be on the letter, but he told The Hill he would be opposed to any treaty that restricted the Second Amendment.

The Obama administration did not include civilian arms on a list of red lines it had for the treaty, but it did vow to oppose “restrictions on civilian possession or trade of firearms otherwise permitted by law or protected by the U.S. Constitution.”


Reformation Narratives

Donnerstag, 22. Nov 2012, 18:15 Uhr bis 20:00 Uhr

From a literary perspective the Reformation meant a total revolution of the system of genres. The Medieval genres were rejected, and new ones had to be invented. The speech will focus on the strategies, which the reformers used to construct a protestant storytelling. The examples will be from Danish literature 1520-1560. References to relevant opinions of Martin Luther will be included.

MitProf. Dr. Pil Dahlerup (Kopenhagen)
Ort Deutsches Seminar, Schönberggasse 9, 8001 Zürich
Raum: SOD 105
KontaktJennifer Baden (Mail)


Symbols and Valency

Symbols are used to represent atoms of elements. If only one alphabet s present, then it is written in capital (K, N. O, F etc.). If two alphabets are present. then the first one is capital and the second one is a small letter (Fe, Ca, Na etc.)

It is the combining capacity of an element. It is equal to the number of hydrogen atoms with which an atom of the element combines. Names, symbols. valency and atomic masses of some common elements are listed in Table Below
Note: In the case of elements showing variable valencieS. the additional valencies are also given.

Symbols and Valency

Table 0.1. Names, symbols, valency and atomic mass of some common elements.

The higher valency of any metal is indicated by the letters - ic. Lower valenCy by -ous. Thus Cupric (Cu2+), Cuprous (Cu+), Mercuric (Hg2+), MercurouS (Hg+), Ferric (Fe3+), Ferrous (Fe2+).
Radicals: These are atoms or groups of atoms carrying the charges .
Positive radical: It is formed when a metal atom loses one or more electrons.

Bridge Course

The name of the positive radical is same as that of the metal. Thus
NA -+ Na+ + e-
Sodium Sodium
Ca -+ Ca2+ + 2e
Calcwm Caicium

Note: 1.The positive radicals go to the cathode during electrolysis. Hence they are called Cations.
2.These radicals are obtained from bases. Hence they are also called basic radicals.
Eg NaOH + Na+ +OH-
KOH -+ K+ +OH Here Na+ and K+ are cations / basic radals.
3.In writing the formula of a compound. positive radical is written first.
4 Example for non-metallic group of atoms acting as a cation : ammonium radical, NH+4.

Negative radical. It is formed when an atom or group of atoms gain one or more eiectrons.
CI + e- -+ CI-
Chlorine Chloride radical

Note :1.The negative radicals go to the anode during electrolysis. Hence they are called anions.
2.The radicals are obtained from acids. Hence they are called acid radicals.
Eg: HCI -+ H+ + CI-
H2SO4 -+ 2H+ + SO2-4
Apart from the above acid radical some of the following acid radicals are also met in the study of chemistry. A few of them are
Bromide : Br-, Iodide : 1, Nitrite : NO2-
Bicarbonate (hydrogen carbonate) : HCO3
Bisuiphafe(hydrogen sulphate) : HSO4
Sulphite : SO2-3


Feds Seize Korean Royal Seals Taken During Wartime
These nine royal and national Korean seals were seized in San Diego on Nov. 18, 2013.
Credit: ICE

In 1950, an American Marine serving during the Korean War picked up nine royal and national seals in a ditch near Seoul's ransacked Deoksugung Palace. The lieutenant brought those artifacts back to the United States with him. Now more than 60 years later, the objects are making their way back to South Korea.

The family of the Marine, who is now deceased, forfeited the seals to federal authorities in San Diego this week.

The nine seals "are worth millions in the antiquities business, but they are priceless to South Korea," Taekuk Cho, the attaché in Seoul for the U.S. Immigration and Customs Enforcement's Homeland Security Investigation (HSI), said in a statement.

An antiquities expert in Washington, D.C., tipped off special agents with HSI after being contacted by a man in Escondido, Calif., who was trying to find out if the Korean seals were valuable.

The nine seals included some that were made for practical purposes, like stamping official government documents, and others that were carved to commemorate royal rituals, according to federal officials. Some date to the reign of Gojong, the first emperor of the Korean Empire, who ruled from 1863 to 1907.

"The seizure is a direct result of international cooperation and sends a clear message to individuals trying to profit from illicit cultural property in the United States: HSI is dedicated to protecting cultural heritage and will use all its authorities to return unlawfully removed cultural property to its rightful owner," Cho added.

Korean cultural property laws signed in 1950 make it illegal to transfer or export objects considered national property like these seals. In the past six years, the United States has returned more than 7,150 artifacts to 26 countries, including 15th- to 18th-century manuscripts from Italy and Peru, artifacts from Cambodia and Iraq, and recently, a 16th-century tapestry stolen from a church in Spain.


Definition of: DCT

(Discrete Cosine Transform) An algorithm that is widely used for data compression. Similar to Fast Fourier Transform, DCT converts data (pixels, waveforms, etc.) into sets of frequencies. The first frequencies in the set are the most meaningful; the latter, the least. To compress data, the least meaningful frequencies are stripped away based on allowable resolution loss. DCT is used to compress JPEG, MPEG, DV and H.263 frames.


Sunset in the Arctic. A new study at Harvard explores the feasibility of using cautious and targeted solar geoengineering to counter the loss of Arctic sea ice. Image: NASA/Kathryn HansenBy tailoring geoengineering efforts by region and by need, a new model promises to maximize the effectiveness of solar radiation management while mitigating its potential side effects and risks. Developed by a team of leading researchers, the study was published in Nature Climate Change.

Solar geoengineering, the goal of which is to offset the global warming caused by greenhouse gases, involves reflecting sunlight back into space. By increasing the concentrations of aerosols in the stratosphere or by creating low-altitude marine clouds, the as-yet hypothetical solar geoengineering projects would scatter incoming solar heat away from the Earth's surface.

Critics of geoengineering have long warned that such a global intervention would have unequal effects around the world and could result in unforeseen consequences. They argue that the potential gains may not be worth the risk.

"Our research goes a step beyond the one-size-fits-all approach to explore how careful tailoring of solar geoengineering can reduce possible inequalities and risks," says co-author David Keith, Gordon McKay Professor of Applied Physics at the Harvard School of Engineering and Applied Sciences (SEAS) and Professor of Public Policy at Harvard Kennedy School. "Instead, we can be thoughtful about various tradeoffs to achieve more selective results, such as the trade-off between minimizing global climate changes and minimizing residual changes at the worst-off location."

The study—developed in collaboration with Douglas G. MacMartin of the California Institute of Technology, Ken Caldeira of the Carnegie Institution for Science, and Ben Kravitz, formerly of Carnegie and now at the U.S. Department of Energy—explores the feasibility of using solar geoengineering to counter the loss of Arctic sea ice.

Generally speaking, greenhouse gases tend to suppress precipitation, and an offsetting reduction in the amount of sunlight absorbed by Earth would not restore this precipitation. Both greenhouse gases and aerosols affect the distribution of heat and rain on this planet, but they change the temperature and precipitation in different ways in different places. The researchers suggest that varying the amount of sunlight deflected away from the Earth both regionally and seasonally could combat some of this problem.

"These results indicate that varying geoengineering efforts by region and over different periods of time could potentially improve the effectiveness of solar geoengineering and reduce climate impacts in at-risk areas," says co-author Ken Caldeira, Senior Scientist in the Department of Global Ecology at the Carnegie Institution for Science.

The researchers note that while their study used a state-of-the-art model, any real-world estimates of the possible impact of solar radiation management would need to take into account various uncertainties. Further, any interference in Earth’s climate system, whether intentional or unintentional, is likely to produce unanticipated outcomes.

Source: Harvard University


2010 Sasta Research Program

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Kirsty Gerbert's Presentation SASTA 2010

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2010 Sasta Research Program

  1. 1.

Assessing the Research program

In the New SACE

Stage 1 - 2010

  2. 2.

Maintain the concept of a Psych prac report

Include the Assessment Design Criteria

Incorporate the Intended Student Learning

Ensure the “A” performance standards could be me

  3. 3.

Existing criteria from “old” SACE

Pre-existing concept of what an investigation report should look like (feedback sheet)

Assessment task information from curriculum outline

Skills and Intended Student Learning from the curriculum outline

Assessment Design Criteria

Specific Features

Performance Standards

  4. 4.

To produce a document that merges this information together

Teacher version (pg 7)

Student version (pg 8)

  5. 5.

These are not inclusive or exclusive

These are not a checklist

Attempted to include as many as I though relevant to Stage 1

  6. 6.

The group investigation is intended to give students insight into the design and ethical considerations involved in psychological research. Students should be given an opportunity to formulate a question, work collaboratively, demonstrate an understanding of ethical practices, present data in tables and graphs, analyse data and draw conclusions, and evaluate the investigation.

The group investigation comprises the following three stages:

proposal development

data analysis

report writing.

Collaboration is involved in the first two stages only.

In the proposal development stage, each group considers the data generated by any one of a variety of research programs available to teachers on the SACE Board website (www.saceboard.sa.edu.au). For ethical reasons, these research programs are the only ones that should be undertaken by the class.

  7. 9.

Once the teacher has approved a group’s proposal, the group proceeds with data analysis. Students must explore alternative ways of appropriately selecting and presenting relevant data, quantitative or qualitative. This may include statistical calculations or content analysis of data.

  8. 10.

Following data analysis, each student presents a report. Teachers might allow students to negotiate an alternative format for the presentation of the report (for example, a debate, an oral report, a video, or an electronic presentation such as PowerPoint).

  9. 11.

A completed investigation report in Psychology should include:

an introduction that identifies the focus of the investigation and the data used to address a specific research question

display and analysis of data

an evaluation of information gathered, sample, and investigation design

discussion of research ethics

a conclusion including usefulness of results of the study and possible future improvements.

  10. 17. What’s required ADC Comment

GROUP PROPOSAL

Purpose of the investigation / Aim

Formulate Hypothesis or investigable question

Identify IV and DV as appropriate

Identify investigation as experimental, quantitative observational, or qualitative

Explain how data can be used to address the research question

I1

INTRODUCTION

Describe the focus of the investigation

Describe the data used to address the specific research question

Should include any modifications to the research proposal and restate the investigable question or hypothesis

I2

RESULTS

Summary Tables

Statistics – mean, percentages etc

Graph/s showing the dependent variable against the independent variable

Title, Labelled axis, appropriate scales and units

Content Analysis to organise data into themes

Summary of main findings

No raw data in the main report

I3, I1

DISCUSSION

Was hypothesis met?

Describe patterns observed in the results of the data.

Analyse the data in terms of the mean

Was the sample appropriate? What impact does this have on the reliability of the results?

Analyse and evaluate strengths and weaknesses of the investigation

Suggest possible improvements

Identify ethical issues that were handled well

Identify ethical issues that may have been breached

Prepare a conclusion, including a discussion of the usefulness of the results of the study

AE3 AE2 KU1 A1

THROUGHOUT THE REPORT

Acknowledge and list the sources of the information used in a standard format.

Use specific terminology appropriate to the purpose of the communication

Present communications (oral, written, multimedia) clearly and logically using psychological concepts appropriate to the audience (including clear expression of ideas, fluent sentences and structured paragraphs, spelling and grammar)

I2 A2 KU3
  11. 18.

This is one interpretation of the ADC that line up with what is required by the Group Investigation.

Discussion with Chief Assessor and Curriculum Services Officer provided greater insight and alternate views on the same issues.

Hopefully when we work with the PS and ADC for 12 months we will come to some consensus before launching into Stage 2 in 2011

  12. 19.

Collaboration

A3: demonstrate initiative in applying constructive and focuses approaches to their collaboration

KU3: apply a variety of forms (oral – group work and written – report) to communicate their knowledge and understanding coherently and highly effectively

I3: Uses well-organised safe and ethical investigation procedures

  13. 20.

Proposal

I1: Design (implies selecting the hypothesis they will do rather than designing from scratch) a logical, coherent and detailed plan for a psychology investigation

Introduction

I2: Critically and logically selects information about psychology (implies that they can critically select some information to include in their focus, basic background and definition information to set the scene, and that they can critically and logically select which data they need to address their research question / hypothesis)

  14. 21.

Results

I1: Implements (implied in their graphing – if they have implemented well, they will be able to demonstrate this in their results) the logical, coherent and detailed plan.

I4: Obtains, records and displays findings of investigations using appropriate conventions and formats accurately and highly effectively . Apply these terms to the graphs – are they accurate and highly effective or just mostly accurate and effective?

  15. 22.

Discussion .

KU1: applies throughout the entire report. The range of psychology concepts incorporates all terms – sample, results, knowledge of the topic, reliability, and in particular ethical issues.

AE3:Systematically analyses and evaluates psychological evidence to formulate logical and highly relevant conclusions . Would be looking for this in the interpretation of their results and in the final conclusion

AE2:Logically evaluates procedures and suggests a range of improvements. Straight forward, however I would interpret the word “procedure” very loosely. This would include sampling procedures, method procedures, data analysis procedures.

  16. 23.

A1: Created the greatest controversy so far. We have been instructed to include it in the research investigation, although I would be more inclined to see it in the Issues Investigation.

Suggest solutions to complex problems in new and familiar contexts

Saceboard clarified that they would see students outlining the pros and cons of solutions that they suggest. Given that this is essentially a “prac writeup” are we actually posing a problem for them to solve through their research? I am interested in feedback on this point.

  17. 24.

Throughout the report they need to

A2: Use appropriate psychology terms highly effectively – straight forward

I2: Acknowledge information about psychology from a range of sources . We have not encouraged deep research when writing these reports; the word count doesn’t allow it, so we need to be careful when encouraging A students to source from several places not to go overboard.

KU3: Same as in the Collaboration part. This shows consistency of communication skills across a variety of forms , highly effectively and coherently.


Water Saving Tips

Tip 1: Water between sunset and sunrise when temperatures and wind are the lowest.

Watering during the middle of the day can result in a 30% increase in required water due to evaporation and wind. Midday watering may even damage your plants. Daytime temperatures often peak around 4:00 p.m. and evening breezes are common, so wait until at least 8:00 p.m. if you prefer evening sprinkling. Additionally, if you finish watering by 6:00 a.m. it is less likely your sprinkling will compete with other morning water uses and water pressure should be more consistent.

Tip 2: Group plants with similar watering needs in the same area.

Garden Tip

Different areas of your landscape have various water requirements. The same sprinkling schedule usually won’t work for your entire landscape. Sunny areas need more water than areas in the shade, each plant has its own specific watering need and different sprinkler types apply water at varying rates.

  • Shrubs and trees are much different from lawn and require a much different watering schedule. Shrubs tend to need 1/3 to 2/3 as much water as lawn and with more robust root systems, benefit from less frequent but deep sprinkling.
  • Standard spray heads, rotating sprinklers and drip irrigation all apply water at different rates so should all run on separate zones and with separate watering schedules. To achieve a uniform water application, it is important that all sprinklers within a sprinkler zone apply water at similar rates.

Tip 3: Mulching and adding compost to soil can minimize evaporation and help soil absorb and store water.

Mulch is any material spread over the soil surface to retain soil moisture, moderate soil temperature, and/or suppress weed growth. Mulches can be either organic or inorganic.

  • Organic mulches include things like compost, grass clippings, straw, aged animal manure, pine needles, leaves, bark, and wood chips. These materials can improve water absorption, add nutrients to the soil as they break down, insulate soil in winter, cool soil in summer, help prevent soil compaction, help prevent erosion, and suppress weed growth.
  • Inorganic mulches include rocks, gravel, or sheeting. While these materials can suppress weeds and lessen erosion, inorganic mulches can also absorb and re-radiate the sun’s heat. This can actually increase the amount of water that surrounding plants need.

Soil improvement is very important for water efficient landscaping. Clay absorbs water so slowly that the water will run off if applied too quickly. Sandy soils absorb water quickly but do not have a good “holding capacity” (water available to plants). You should consider working generous amounts of organic soil amendments (such as compost) deeply into the soil before planting or lawn renovations.

Tip 4: Adjust sprinklers to avoid watering sidewalks and driveways.

Sprinkler run-off

A well-designed modern automatic sprinkler system can provide years of dependable service. However, they still contain many mechanical and electrical parts that can fail over time. Other components can be knocked out of alignment or even broken during routine landscape maintenance. To complicate matters, most irrigation system’s operation will occur during non-daylight hours. This makes it easy to miss sprinkler system problems. This is why it's a very good idea to occasionally observe your sprinkler system’s operation.

Tip 5: Be sure to fix all leaks promptly no matter how small they may seem.

Broken Sprinkler

Even a small leak can waste hundreds of gallons of water. Once a month run your system in manual mode to check for leaks or breaks. This helps protect against plant loss and offers a simple way to conserve water.


Study raises prospect of treatments that protect against cancer for life

A new study raises the prospect of vaccine-like treatments that protect against cancer for life.

Scientists identified and tracked rare immune system cells that could be programmed to keep cancer at bay over a period of many years.

The "stem memory" T-cells would keep patrolling the body looking out for enemy tumour cells. When any are encountered, they would be recognised and attacked.

Lead researcher Professor Chiara Bonini, from the University of Milan in Italy, said: "T-cells are a living drug, and in particular they have the potential to persist in our body for our whole lives.

"Some of these memory T-cells will persist through the entire life of the organism ... Imagine translating this to cancer immunotherapy, to have memory T-cells that remember the cancer and are ready for it when it comes back."

For such an approach to work, the memory T-cells would have to be primed by genetic modification to attack the target cancer.

But the first step is to single out those cells with the ability to persist for a long time.

Prof Bonini's team studied 10 cancer patients who underwent bone marrow transplants and were infused with T-cells that were tagged so they could be tracked.

Small numbers of the cells were still found to be circulating in the patients' blood streams after 14 years.

Commenting on the study, British immunologist Professor Daniel Davis, from the University of Manchester, said: "These T-cells, the stem memory T-cells first identified in 2011, have stem cell-like properties and are thought to be important for long-lived immune responses.

"The implication is that infusing genetically modified versions of these particular T-cells ... could provide a long-lasting immune response against a person's cancer.

"Immunotherapy has great potential to revolutionise cancer treatment and this study shows which type of T-cells might be especially useful to manipulate for long-lasting protection."

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Tolkien Gateway

Letter 223

The Letters of J.R.R. Tolkien
Letter 223
RecipientRayner Unwin
Date31 July 1960
Subject(s)Rushing to finish work on Ancrene Riwle

Letter 223 is a letter written by J.R.R. Tolkien and published in The Letters of J.R.R. Tolkien.

[edit] Summary

Lost in a bottomless bog, Tolkien said he was utterly stuck. Having spent so much time to complete The Lord of the Rings he was under extreme pressure, working 10 hours a day, to try to complete the Ancrene Riwle. He had sent the text in September 1958 to the printer, but the manuscript had vanished during the Printing Strike. When the proofs arrived this June he had been working on The Silmarillion and had lost the threads of the other work. Until the proofs of the text went back he could not lift his head.


Type to find tags:
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used in Secure Multiparty Computation
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a family of binary, linear error-correcting codes that are used to detect and correct data transmission errors. Hamming codes are able detect up to two simultaneous bit errors and ca…
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a function which takes a variable size input and produces a fixed size output. The algorithm makes it difficult to predict the output for a given input, find two inpu…
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a method of hierarchically hashing data. They allow efficient parallel hashing and updates and the possibility of verifying partial data.
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a historic polygraphic substitution cipher invented by Lester S. Hill in 1929.
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History of cryptography and cryptanalysis. Questions that wish to ask about the history of cryptography should use this tag; if you're asking about historical ciphers you may also wish to use the clas…
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a key derivation function specified in RFC5869.
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a method for constructing a message authentication code based on a cryptographic hash function.
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Cryptosystems which support computation on encrypted data. They might be partially homomorphic (support for one operation such as + or *) or they might be fully homomorphic (any sequence of + and *).
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A homomorphic signature scheme (also malleable signature scheme) is a digital signature scheme that allows computations on signed data (without access to the secret signing key) while preserving the…
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"host-proof" means that no unencrypted or insecure data is stored on the server or passed over the network.
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The HMAC-based one-time password algorithm defined in RFC 4226.
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Something of mixed origin. In cryptography, typically a cipher system containing both public key and secret key component ciphers, where the public key system is used only to transport the key for the…
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The International Data Encryption Algorithm (IDEA) is a block cipher developed in 1991 by James Massey and Xuejia Lai.
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the process of taking it from its mathematical or algorithmic description and producing a working version, often in computer software or hardware. This tag should …
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concerned with sending messages via electronic signals in the most efficient and error-free way.
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Unique data used by block cipher modes of operation to randomize the output in order to achieve semantic security. Also for other similar constructs in other iterative algorithms.


 Hamming Codes
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Hamming Codes

This week I’m going to talk, not just about error detection, but also error correction.

We live in an imperfect world. Even when dealing with digital signals (on or off), sometimes errors can occur. Glitches can cause bits to flip. Hardware can fail. Signals can become distorted.

In the past I’ve written about ways of detecting that errors have occurred in digital signals. The most common way is with some kind of parity bit (don’t worry, I’ll refresh below what parity means if this is a new term for you). The addition of a simple parity bit allows the detection of a single flipped bit over the length of the word it is used over. It’s useful knowing that an error has occurred, but a simple parity bit cannot be used to repair a damaged signal. Also, if there is more than one error in the signal, these errors can cancel out to give no indication of error at all.

There’s a branch of mathematics that deals with methods of encoding redundant data into signals so that error detection and correction is possible, and this article will describe one method, invented by Richard Wesley Hamming, an American mathematician in 1950. His solution is now named after him as a Hamming Code. Before we get too deep into the math, let’s consider a couple of thought experiments.

Noisy signals

Let’s imagine you want to transmit the following coded message “I LOVE LUCY”.

The problem, however, is that the channel you wish to transmit the message over is very noisy and there is a small chance that any letter could be corrupted. If it was one error and it was the first letter that was messed up, you might appreciate that something was wrong, as “N LOVE LUCY” does not make sense. Similarly “I LRVE LUCY” looks nonsense. However, the message “I MOVE LUCY” might not raise an eyebrow, neither might “I LOVE LUCK”, and these are also just one character different.

If two letters change, you might get, “I ZZVE LUCY” which might suggest an error, whereas two letters changed to make “I HOPE LUCY” or “I WOVE LACY” or “I LOVE LADY” might not.

If three letters change, you might get, “IGNORE LUCY” (a space is just another kind of letter), which does not look like a mistake!

And what would happen if the message was not English text, but instead a password or just a string of data of which there is no dictionary or spellings to validate against? You might not even known an error had occured!

It would be good to know if the message was corrupted in some way. It would be even better if the message could correct itself.

What options do we have if we want a fairly high confidence that the message received is the one intended to be sent?

One option is to send the message multiple times. If errors occur fairly randomly distributed then they will tend to cancel each other out. Even using the contrived examples above (where the errors are not randomly distributed), if a message is transmitted multiple times, then by taking the modally occurring answer, letter-by-letter (the most frequently occurring in that slot), there is a good chance that the message can be corrected. It’s not foolproof, but it probably does work*. If you want a higher chance of sureness you can send the message more and more times; this, however, starts to rapidly become very inefficient as you’re repeating good information multiple times too.

Here on the left, we've sent the message multiple times. If, for each character, we take the most commonly occuring letter in each column, there is a good chance we'll be able to reconstruct the source message.

If the noise is mild, you can get away with repeating the message a small number of times. If the noise is heavy, more times would be needed (more of this later).

*You can probably see that, mathematically, you can never be 100% certain. It could just happen that all the stars align (the wrong way), and every time a signal is corrupted it does so in a way that fools any error detection you have in place. Even if you computed a check-sum to valid your message, this checksum has to be transmitted too, and it could happen that the check-sum gets corrupted in a way also the makes it appear well formed.

Let's continue our thought experiment by thinking in binary (which is what most digital computers use these days). Whilst binary might not be the, theortically, most efficient method to store data, because there are only two states (on the physiscal level); the presence, or not, of a signal, works well in digital computers where a signal is, or is not, present.

Imagine we need to transmit the following four bit word: 1101. Let's see what we can do.

Let's first talk about a parity bit. A parity test is a method for detecting that a single error has occured. We can add an additional bit (a parity bit) to the end of our four bit word, to make a five bit binary word. Parity can be odd or even (it really does not matter which, as long as you are consistent). In even parity, what we say is that there should always be an even number of bits set in any word. As our data word, 1101, has an odd number of bits set, we set our parity bit to be 1 to make the count even. (If there were already an even number of bits set, the parity bit would be zero).

After a message is received we can check to see if the parity is correct.

Try it out

Below is a four bit word. The fifth bit is configured to display an even parity bit.

Click on any of the data bits below to toggle its state and see the effect on the parity bit.

0 0 0 0 0
D1 D2 D3 D4 Parity

You can see from this that, if any single bit, including the parity bit, changes state (flips from 1 to 0, or 0 to 1), then the parity will not be correct, and we will have detected that an error occured.

Using the example 1101, the toggling on any single bit will move the number of set bits outside of parity to give an odd number of set bits. This is easy to detect. (Shown right).

This is great, and pretty efficient. We only need one bit per word. A minor issue, however, is if more than one error occurs in a single word. If there are errors in any two independant bits (or, actually an even number of errors, not just two), then these cancel out and there is no indication of an error.

In the above examples, in each string of five bits, four are used for data. We can represent this as H(5,4)

We can adjust the number of bits in the data word as a trade off. With a small number of bits in any data word we're much less likely to experience multiple errors, but lose efficiency. With H(4,3), there are just three data bits and so less chance of a double error occuring, however, one in four of the messages bits is parity, so we're losing 25% bandwidth for this benefit.

With H(16,15), it's much more data efficient, but the chances of a double error occuring is much higher.

Code rate is the second number divided by the first. The higher the code rate, the more efficient the transfer.

Two apples up on top

As we saw above, another option to detect errors is to duplicate the message. Instead of transmitting 1101, how about if we sent each bit twice? e.g. 11 11 00 11 (space added for effect). This is sometimes called by the name repetition code.

Ignoring, for a moment, the efficiency implications of this, what can this system detect? Because each bit is duplicated, then each adjacent pair of bits should match. If there is an error in any bit, then it will not match its twin; we will know that an error occured in that pair of bits. The issue, however, is that if we see a 10 or 01 we will not know is the message was supposed to have been 00 or 11. (Also, there is the a more troubling case if both bits flip, in which case we have no indication of any error.

Duplicating gives us single error detection, but no error correction. (If you think about it for a second, duplicating bits is just the same as adding a dedicated parity bit to every bit). We can call this H(2,1)

Three apples up on top

Taking this stage further, how about tripling each bit?
e.g. 111 111 000 111

This helps us quite a bit. If there is a single error in any triplet, not only will we detect it (not all bits are the same), but we'll be able to correct it. (Majority rules; there will be two of the correct bit, and an odd-one-out).

If there happen to be two errors in the same data bit, we'll still get indication that an error occured, but it's just that, if we chose to correct, we'd correct to the wrong value (majority rule), but at least know there was an error.

If there are three errors in the same bit, we'd get the bogus (inverted) answer.

We can call the tripling of data H(3,1).

Four Apples up on top

If we increased the duplication to four bits, we could detect and correct any error of one bit. We could detect, but not correct, an error of two bits (we have an even number of bits, so no majority vote). We would detect an error of any three out of the four bits, but bogusly correct it the wrong way.

With five repetitions, we can detect and correct all two bit errors, and detect three and four bit errors (but not corretly fix) …

This rapidly becomes very inefficient.

Hamming Distance

We can be more efficient if, when additng the additional error-correcting bits, they are arranged such that different incorrect bits produce different error results; then bad bits could be identified. This is what Hamming realized.

We'll now introduce the concept of Hamming Distance, which is how many changes need to be made to a source to change it into something different.

The notion of edit distances and changes is a powerful concept in computer programming and used in many other areas, such as spell checking, typo correction, and file merging.

(A Hamming distance assumes the length of each word remains the same. If additions and deletions of bits/characters are allowed, then this is refered to as the Levenshtein edit distance. e.g. If you have a word "kitten" and want change this to "sitting",then you can change the initial "k" to an "s" to make "sitten", then the "e" to an "i" to make "sittin", and finally add a "g").

It's easy to visualize Hamming Distances as directed graphs.

On the left is a a graph for double repetition. With no loss of generalization, if we started off with signal 00, what is the minimum number of steps (errors), it would take to change the signal to 11? This is the Hamming Distance. For this configuration it is two.

One possible (shortest) path is shown in the diagram on the left in green. (Of course, you can go backwards and forwards if you like, taking more steps!, but there is no way to get from 00 to 11, in less than two steps).

It would take a minimum of two errors to produce a signal of which we could not detect an error.

For a triple repetition we can depict this as a cube. To change from 000 to 111 takes a minimum of three steps.

Again, it does not matter what order (path) you take, and if you 'go back' as well as 'go forward', but the minimum number of steps is three.

For quadruple repitition, we need to depict this as a tesseract (a 'cube' in 4D).

Hamming Distance (more advanced geekery)

The above examples show the extreme case of moving from one vertex of a graph to the other (inverting all the bits). A Hamming distance is just as valid between any two nodes on the graph and decribes the (minimum) number of steps; the minimum number of bit flips, it would take to traverse from one node to the other. Below are two random examples:

If you are familiar with boolean logic you will appreaciate that an easy way to determine the Hamming distance is to XOR the two values, then count the number of set bits (the last step is sometimes called a bit population count, or sideways sum, or a Hamming weight; some microprocessors have this as a fundemental instruction).

0100 XOR 0111 = 0011
(Two steps)
0010 XOR 1111 = 1101
(Three steps)

If you've studied geometry, the Hamming distance is the same things as a Manhattan (taxi-cab) distance between two vertices.

Back to error correction

We now have all the pieces we need to describe the various error detection and correction algorithms. We can describe them in terms of Hamming distances they can detect, and into which they can correct. Vanilla parity (simple duplication) has a Hamming distance of two; by changing two bits it's possible to get into a state that it's impossible to tell an error occured (It would take two independent errors to get into a state where we could not detect an error had occured). With triplicate bits, this distance is three (and we've reduced efficiency as only one third of the total bits are carrying our signal).

Hamming's research focussed on making the Hamming distance as high as possible but at the same time increasing the efficiency (having as high a ratio as possible of data to error deteting bits.

Hamming Code Algorithm

The key to the Hamming algorithm is the creation of a collection of parity bits that can be used to uniquely identify any single bit error.

Each parity bit allows the address space to be broken into two halves (if set, the error is one half, if not the other half), like a mask. Using powers of two these masks can be defined. (There is a very interesting, and very geeky, puzzle using this principle called The impossible Escape, which uses coins and a chess board). The first parity bit collects data about the parity of odd/even bits. The second parity bit if groups of two (two present, skip two, two present …), then next in groups of four, …

We'll describe the algorithm first, then experiment with it.

Parity bits are inserted, interstitially, between the data bits, and each power of two is a parity bit. The number of parity bits is, therefore, defined by the number of data bits to make the complete word.

You can see this represented in the table below, which shows the pattern for the words up to fifteen bits length (eleven data bits and the required four parity bits). This system can be extended out as long as necessary to encode as many bits as needed.

Each bit has a unique (binary) combination of parity bits for itself.

To check for errors, we simplye need to check each of the parity bits. The pattern of errors, called the error syndrome, identifies the bit in error. If all parity bits are correct, there is no error. Otherwise, the sum of the positions of the erroneous parity bits identifies the erroneous bit. For example, if the parity bits in positions 1, 2 and 8 (P1, P2, P4) indicate an error, then bit 1+2+8=11 (D7) is in error.

(Of course, if only one parity bit indicates an error, the parity bit itself is in error!)

Try it out

Below is a short seven bit word comprised of four data bits and the required three parity bits. You can click on any of the data bits and the parity bits will be calculated for you. This is H(7,4), and the rate is 4/7 ≈ 0.571

0 0 0 0 0 0 0
P1 P2 D1 P3 D2 D3 D4

If you are familiar with sets and Venn diagrams, these parity bits and their relationships can be shown in the diagram on the left.

Parity needs to be correct in each circle, and a distinct mismatch of any combination of parity bits uniquely identifies a digit.

Here's a longer word containing eleven data bits and the required four parity bits. It is also interactive. You can't click on the blue parity squares to change them: These values are derived from the other data bits. This is H(15,11), and the rate is 11/15 ≈ 0.733

P1 P2 D1 P3 D2 D3 D4 P4 D5 D6 D7 D8 D9 D10 D11

Error Correction

Now that we know how the encoding works, lets see how we apply this knowledge to decoding and correcting. If the word comes through unscathed, all parity bits will be correct. However, if the message is damaged then parity will be disrupted. As we know that each data bit is addressed by a unique combination of parity bits, we can use this to find the flipped bit.

Below is a simulation of H(7,4). The top row shows the pure data we wish to transmit (You can press the 'Randomize' button to generate different, random starting words). This top row is generated by creating a random 4 bit number and correctly calculating the parity for this number.

The row below (in red) represents the signal received at the other end of the, noisy, transmission. Initially it's correct, but you can click and toggle the state of any/all of the bits to represent an error in transmission.

Below this is shown the detected parity errors, and these bits identify the bit with the error.

P1 P2 D1 P3 D2 D3 D4
0 0 0 0 0 0 0
0 0 0 0 0 0 0

P1 = OK P2 = OK P3 = OK
0 0 0 0 0 0 0
P1 P2 D1 P3 D2 D3 D4

The recreated signal is shown on the bottom line. The bit that has been corrected is rendered in green.

You can see that, if there is an error with any one of the received bits, the original signal can be recreated without issue. This is very, very cool. Not only have we detected an error occured (an issue with at least one parity bit), but we were able to fix it.

You can experiment with errors of more than one bit by toggling more than one of the red numbers. H(7,4) is able to detect all one bit, and all two bit bit errors, but is only able to correct for one bit error (and if you attempt to correct when there are two errors, you will bogusly correct the signal).

In H(7,4), two bit errors are indistinguishable from one bit errors.

However, there is another neat trick that can be applied to resolve this …

An additional parity bit …

It's possible to include an additional (overall) parity bit which is applied to the entire H(7,4) word to make an H(8,4) code.

This increases the Hamming distance from three to four and allows the algorithm to correctly detect two bit errors.

The H(8,4) is often referred to as SECDED, which stands for Single Error Correction, Double Error Detection. It can seamlessly fix any single bit error, and identify that a double error has occured (though it cannot fix). This is a big improvement of the H(7,4), which could do one or the other, but not both.

Memory boards for computers servers, and other mission critical computers, typically use memory boards arranged in SECDED configurations, often as H(72,64) format. This is why, if you look at DIMMs for servers, they will probably have an odd number of memory chips on one side!

These memory boards are called ECC (Error Correcting), and allows servers to not lose data if the odd glitch is encountered, and still be able to flag it as as issue to those who maintain them.

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Error Surfaces

Georegistration is usually a tradeoff between a desire for high accuracy and the operator's patience or willingness to enter many control points or to tolerate long georegistration processing times required by using higher orders. When fewer control points are used the accuracy of georegistration declines. If desired, Manifold can compute a measure of accuracy of transformation when using the numeric method. The accuracy report is presented in the form of a surface where the value at each location in the surface provides a measure of georegistration accuracy at that location.

Checking the Save error surface as dialog box will create a surface in the same coordinate system and the same size as the component being registered. The value of the surface at each location reports the georegistration accuracy by reporting the RMS (root mean square) error at that location. The RMS values are computed by applying an inverse georegistration to the registered surface and then comparing the inverse result to the original component.

Beginning with an original component and then georegistering the component introduces some errors and then reversing the georegistration through an inverse transformation introduces additional errors. The component resulting from georegistration and then an inverse georegistration is therefore different from the original. It can be compared to the original using a root mean square comparison of original and transformed / re-transformed values for X and Y coordinates at each location.

The root mean square computation is reported in units of the source coordinate system. Values range from zero in regions where the transformation results in exact matches to some non-zero value in regions where the transformation and inverse transformation results in imperfect matches. The RMS error values are assembled into a surface called an error surface for convenient display of error values. The RMS error value in each pixel of the error surface is treated as the "height" of the surface at that pixel.

Error surfaces have their View - Display Options set to no shading and no palette. When opened in a surface window the error surface will have black tones in regions of low error transformations and lighter tones in regions of higher error transformations. High accuracy regions will be near control points and lower accuracy regions will be further away from control points.

If greater accuracy is desired we can then add more control points in regions of lighter tones and repeat the georegistration (save a copy of the original component so that the georegistration may be repeated using the original). Error surfaces created during georegistration will inherit control points.

Important: Computing an error surface requires not only the original georegistration transformation but also calculation of an inverse transformation. This requires additional computation and results in a longer georegistration process, approximately doubling the time required to georegister images and surfaces. Do not check the Save error surface as box unless you are willing to wait twice as long for the georegistration process.

Caution: This example uses some options that are not available in production Manifold releases. It is an artificial example cobbled up using a special version of Manifold created by engineering. The special version was used to create illustrations of the effects of the Order parameter that will fit within the very small screen space available for Help illustrations.

The difference between this example and production Manifold releases is that this example uses the Numeric method with an Order of 1. That's not possible in production releases, where the minimum Order usable with the Numeric method is 2. However, using an Order of 1 provides a dramatic, obvious example when compared to an Order of 2 even though a relatively small number of control points (seven) has been used.

These examples use a portion of the SanFran.jpg sample image. The image was cropped and resized to a smaller number of pixels.

We have placed seven control points in the image that match seven control points in the Bay_hydro example drawing.

Clicking the Register button in the control points pane launches the georegistration dialog. We choose the Numeric method, check Save error surface as and press OK. The Order is left at 1. [Note: Remember, this is possible only in the special version of Manifold used for this illustration. Production Manifold releases require a minimum Order of 2].

The image is georegistered to the bay_hydro drawing…

…and a new surface reporting errors is created.

If we open the error surface we see that by default it is seen in grayscale with no shading applied. Dark regions show lower errors and lighter regions show higher errors.

We can choose View - Display Options and assign a palette to the error surface. This also has the side effect of showing the minimum and maximum error values in the surface within the Display Options dialog.

images\sc_error_surf_06.gif images\sc_error_surf_03.gif

Seen using the Spectrum palette the error surface shows finer visual detail of the distribution of errors. The surface is shown next to the georegistered image.

The error pattern seen in the above example is a very simple pattern that results from our use of a low order, 1, for the numeric georegistration. It's fairly obvious why the Numeric method in production versions of Manifold requires an order of 2 or higher in order to avoid error surfaces like the above. If we were to repeat the georegistration using a higher order a more sophisticated georegistration would occur showing a more detailed error pattern.

To see this effect we can begin with a copy of the original image and use an Order of 2 in the Register dialog, as seen above.

The result is a slightly different appearance in the georegistered image as it is warped into registration with the latitude / longitude projection of the Bay_hydro drawing.

Opening the created error surface we see that it has a different pattern of grayscale tones.

images\sc_error_surf_11.gif images\sc_error_surf_08.gif

Applying the Spectrum palette we can see that there is a region of high accuracy that correlates well to the placement of control points. The least accuracy occurs in the upper right corner of the image which is farthest from any control points.

Error surfaces are created using the same projection as the georegistered component. This allows us to overlay the error surface in a map with the georegistered component.

The illustration above shows the error surface in a map overlaid upon the georegistered SanFran image together with the Bay_hydro drawing. The opacity of the error surface has been reduced using Layer Opacity so the SanFran image may be partially seen through the error surface. This allows direct comparison between the accuracy implied by the error surface and the georegistered image.

Technical Discussion

As mentioned earlier, the above illustrations were created using a specially engineered version of Manifold that allows use of an Order of 1. Production versions do not allow this. Why was a special version created? There are two reasons why:

First, although production Manifold versions could use the Affine (scale, shift, rotate) method that is algorithmically equivalent to using Numeric with an Order of 1, only the Numeric method allows creation of an error surface since the Affine method is not exactly the same as the Numeric method.

Second, although it would have been possible to show a comparison between using an Order of 2 with an Order of 3. However, in order to use an Order of 3 there would have had to be many more control points in the image, so many that the relatively small sizes of images used for illustrations would have appeared very cluttered. By using a small number of control points any relationships between the pattern of control points and any resulting pattern in the error surface is more easily visible.

See Also

Georegister a Scanned Paper Map


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4th Nine Weeks

AGENDA - Our Essential Question for this nine weeks is What is your story?

Story Teller Project

Name _________________

4th Nine Weeks 2016

·        Choose an autobiography or a biography on a person of interest to you. The book must be a minimum of 120 pages and have multiple chapters.

·        Students are responsible for finding their own books and reading them on their own time. Southaven Public Library has an excellent selection.

·        Students may keep the books with them at school and read in class after classwork is complete.

·        Books must be brought to school and shown to Ms. Chester NO LATER THAN Monday, APRIL 4th! This will count as a homework grade.

·        Final projects are DUE Friday, May 6th! It will count as a NINE WEEKS TEST GRADE! Every day the project is late will result in a 20 point deduction. PLAN AHEAD!

·        Final projects may be typed and/or handwritten. Any typed portions should be in Times New Roman 14 font. Projects should be neat and error free!

Things to remember:

·        Assembling the Story Teller Book:

          The title will be the cover page to your book.

         You must also create a table of contents which will include page numbers.

         Binding the book: Staples are NOT acceptable and will result in a 10 point deduction! Clear, plastic binders are acceptable, but be creative in your binding.

         Number your pages!

___ 1.              Title – Colorfully write the name of your Story Teller Project, the title of the autobiography or biography, and author on a title page. Also, include your name, date, and the class period on this page. Make sure the colors and style you choose reflect the tone of the book.

___ 2.              Shape Poem – A shape poem is a poem that describes an object and is written in the shape of the object. The shape that you choose should symbolize something from your book and at the same time, explain the concept behind the shape.

___ 3.              Setting Senses - Choose at least three of the five senses to describe the setting of the book in at least two paragraphs. Was the setting a backdrop for the story, or was it a necessary part of the story? Remember that the setting includes both time and place. (For example: In The Watsons Go to Birmingham-1963, the setting was critical to the plot of the book. The book was set in the 1960’s during the Civil Rights Movement when bombings were way too common in Birmingham, Alabama. Christopher Paul Curtis created this historical fiction book where Joetta (Joey) Watson was in the bombing at 16th Street Baptist Church on September 15, 1963. He discusses the loud booms of various bombings, especially the one Joey was in. He mentions that Kenny’s ‘ears didn’t work’ afterwards, due to him being in shock. Also, sight is used as he describes the scene of the church in the aftermath of the bombing.)

___ 4.              Timeline – Create a timeline of 15 major events from your person’s life, and correctly label the events.

___ 5.              Defining Moment – Draw the most important, most exciting, saddest, or most thought-provoking moment from your person’s life. Explain your drawing and its significance to the story in at least one paragraph underneath your picture.

___ 6.              Vocabulary Search – Locate at least ten challenging vocabulary words from the book. Write the words and their definitions and usage in a sentence with context clues. Include small pictures to help you remember the words.

___ 7.              Lessons Learned – What are some important lessons your person learned in his/her lifetime? What lessons can you learn from him/her? (Themes)

___ 8.              Quotations – Include at least two important quotations that are significant. Use creativity to add color and/or drawings to help showcase the importance of the quotes.

___ 9.              Photographs – Choose at least three photographs and/or pieces of art that represent your person’s life. Write a one paragraph summary including names, dates, and reason for selection.

___ 10.            Evaluation – Write your opinion of the book you selected. Make a claim, and use examples to support your opinion. Don’t say, “It was good.” Be specific. This must be three paragraphs.

The ABCs of History:

Holocaust Research Project

3rd Nine Weeks Test Grade ~ Ms. Chester

Due date: Friday, March 4, 2016

What is it?

Each student will be assigned a person, place, event, or term relating to the Holocaust to research.

What are the requirements?

·         A brief, yet detailed description of your topic in your own words based on internet research

·         MUST be typed: Times New Roman or Arial Font, 12pt, black ink ONLY. Must fit on one sheet of white copy paper

·         One picture for your topic (does NOT have to be in color and may be printed from the internet) which must be included on your typed page

·         While a limit is not necessarily required, you must type for quality not quantity! Your topic must be explained as though you are telling someone who knows nothing about the Holocaust.

Approved Websites*:

·         www.ushmm.org

·         www.jewishvirtuallibrary.org

·         www.holocaustsurvivors.org

·         www.yadvashem.org

*Any other website must be approved by me.

Plagiarism: the practice of taking someone else's work or ideas and passing them off as one's own. This will result in a ZERO. NO EXCEPTION

If you have any questions regarding this project, feel free to email me at shuntay.chester@dcsms.org.

Week of 12/02-12/10

I hope all of you had a restful and Blessed Thanksgiving Holiday. Please see important message below concerning the upcoming assignment.

AGENDA - This week students will continue reading the novel "We Beat The Street".  Students will be assigned a Reading Project on 12/02-12/10 to complete while reading.

The construction of the standing cube was done in class today, 12/2/15, by each student with the teacher’s help. Time will be given in class to work on projects. Therefore, the projects may be kept in the classroom unless a student or parent requests that it be taken home. Students will also be provided with pictures of the three doctors. The student is not required to use the pictures provided by the teacher; other pictures can be used. It is the responsibility of the student to keep track of their project and pictures. If anything is lost by the student, it is the student’s responsibility to obtain the item in order to complete the project. Extra copies/items will not be given to the student. The 1st chart includes the items on each of the 4 sides of the cube. The 2nd chart is the rubric used for grading guidelines.

Side 1

Side 2

Side 3

Side 4

Title Page

Sampson Davis

George Jenkins

Rameck Hunt

Picture of Sam

Picture of George

Picture of Rameck

Create an alternate title for the   book that closely relates to the details and information of the text. The title of the book cannot be used.

Describe Sam’s feelings/emotions by   citing textual evidence.

Describe George’s feelings/emotions   by citing textual evidence.

Describe Rameck’s feelings/emotions   by citing textual evidence.

Create a logo or picture that   connects and relates to the book or an experience/incident discussed in the   book.

Use textual evidence to describe and explain Sam’s   personality and characteristics.

Use textual evidence to describe and explain George’s   personality and characteristics.

Use textual evidence to describe and explain Rameck’s   personality and characteristics.

Pictures from the book or pictures   used in class cannot be used on the title page. This is your visual representation of the   importance of the doctors’ journey to success.

Provide background information for   Sam by using textual evidence.   Settings, family and friends, and incidents that strongly affect Sam should   be included.

Provide background information for   George by using textual evidence.   Settings, family and friends, and incidents strongly affect George should   be included.

Provide background information for   Rameck by using textual evidence.   Settings, family and friends, and incidents that strongly affect   Rameck should be included.

Pictures/logos/collage may be   printed or drawn by the student.

Write a paragraph that explains what makes Sam a   winner. Use textual evidence to   support your response.

Write a paragraph that explains what makes George a   winner. Use textual evidence to   support your response.

Write a paragraph that explains what makes Rameck a   winner. Use textual evidence to   support your response.

Points Possible

Title Page includes all elements

Title Page missing elements

Title Page missing

Emotions/Feelings   correctly are described and explained by using textual evidence.

Emotions/feelings   not correctly described/1 or more doctors have few emotions or feelings

None of the   doctors have emotions/feelings.

Textual   evidence is not used.

Personality traits/characteristics of each   doctor are explained by using textual evidence.

Personality is not explained/1 or more   doctors have few or no personality traits

None of the doctors have a   personality/personality traits or characteristics.

Textual evidence is not used

Background   information is fully described for each doctor by using textual evidence.

Background   not fully explained/1 or more doctors have no background.

None of the   doctors have a background. Textual   evidence is not used.

What makes him a winner? This question is   fully answered for each doctor using textual evidence and is written in   paragraph form.

The question is not answered in paragraph   form or does not include cited evidence/Question is not answered for 1 or   more doctor

None of the questions are in paragraph form   or includes cited evidence/Question is left unanswered for all doctors. Textual evidence is not used.

Projects   reflects great effort in creativity/neatness

Minimal creativity   used/Information not written in an orderly manner (The information is there,   but it is hard to locate).

Project does   not exhibit any effort of creativity

Pictures/Doctors’ names are included on   each side

Pictures or names missing on 1 or more   sides

No pictures or names are included

No   mechanical/grammatical errors

Few   mechanical/grammatical errors

Excessive   mechanical/grammatical errors

Information Printed

Information neatly written

Information is not neatly written or   legible/readable.

Please have students read a minimum of 30 minutes. Ask your child to talk to you about what they read.  Reading practice and having those conversations about what they read goes a long way in improving comprehension.

Extended Text

Students are to obtain a copy of this book for the second 9 weeks: We Beat the Street: How a Friendship Pact Led to Success by Sampson Davis, Rameck Hunt, George Jenkins.

Books can be ordered on Amazon and through Books-A-Million.  They can also be bought at stores such as Wal-Mart, Book Haven, and Barnes & Noble.

Thank you,

Ms. Chester

Progress Report Issue Date: 11/12/15

Case 21 Test

Math 7(Tuesday) 11/10/15

ELA(Wednesday) 11/11/15

Report Cards Day Thursday, October 14th!

2nd Nine Weeks

ESSENTIAL QUESTION: What makes a Winner?

2nd Nine Weeks Mini Project Due Date: October 22, 2015

During the 2nd grading period, all of our reading and writing will be focused around answering our essential question, "What makes a winner?". Students will be exploring the answer to this question through the reading of our extended text, We Beat the Streets by George Jenkins, Samson Davis, Rameck Hunt, and Sharon Draper. We will read a variety of informational texts, including articles about: Michael Phelps, Lance Armstrong, Jonathan Vaughters, Darryl Strawberry, Nancy Kerrigan, Tonya Harding, and others.

Our writing focus will be learning the elements of informational writing. Students will be writing in response to texts read throughout this unit, as well as participating in several research activities.

It is recommended that students have their own copy of We Beat the Streets in order to read outside of the classroom. The book can be purchased at Books-A-Million, Barnes and Noble, or online at Amazon.com. The reading of this novel will take place both during classtime and at home. A class set is available to use in my classroom, but they will not be available for checkout. A project will be assigned on the book and will be due at the end of the grading period.

This unit is always a favorite of our students... and mine! :) I hope your child will enjoy reading and learning about current events and delving further into high interest topics. Please, feel  free to contact me at anytime by email at: shuntay.chester@dcsms.org, I will return your email.

Freak the Mighty

By Rodman Philbrick

Ms. Chester ~ 7th Grade English

Final Project

Due October 8, 2015

Required activities:
____ 1. Read the book. The object of this assignment is to select enough activities from each section to total the required points.

Section 1 Activities: 60 points
___x_ 1. Find 12 words throughout the book that are new to you. Complete a template (from Ms. Chester) for each word. Use the context of the word from the book to help you.   20 points
____ 2.  Draw a “poster” that would appeal to your friends and would make them want to read the book.  For example, the poster could resemble the back of the book, with pictures and a summary of the book or could be a movie poster. (This should be on computer paper) 10 points
____ 3.   Write a newspaper story about Freak the Mighty, after Chapter 20. 20 points
____ 4.  Rewrite the scene where Freak moves into Max’s neighborhood from Freak’s point of view. Include Freak’s memories of daycare.  20 points
_____5. Write an acrostic poem using the word “bionics.” (Your poem can relate to Freak, but it does not have to.) 10 points

___x__6. Write a eulogy for Freak that Max might have composed. 10 points

Section 2 Activities: 20 Points
1. Prepare a time line highlighting the history of robotics.  10 points
____ 2.  Illustrate one of your favorite scenes in the book. 10 points
____ 3. Write another chapter with a different ending to the story. 10 points

____ 4. Loretta believes that “rubbing a dwarf on the head” is good luck. Write a paragraph and illustrate another good luck superstition. 10 points
____ 5.   Read “A Sneak Peek at Max the Mighty” at the end of the novel. Then write a one page prediction of the adventures Max and Worm will have in the novel.   10 points

Section 3 Activities: Choose 20 points

____ 1.  Compare and contrast Freak and Max with another famous duo or pair. Write a detailed essay based on the two pairs.  20 points
____ 2.  Take the main components of a novel, setting, conflict, characters, etc and explain them. You must have at least 5.   20 points
____ 3. Research factors that influence people to bully others. Write a detailed essay on how to deal with bullies. Use your research to support your ideas. 20 points

____ 4.  Research King Arthur and the Knights of the Round Table, and write a detailed essay on your findings.     20 points

 *** Mandatory Items for students to complete have an X beside them.***

Students please remember to select the TOTAL numbers for each Section.

Other guidelines:

·       Creativity is KEY. The more creative, the better! J

·       Project must be in a folder of some sort where all pages are secured with brads.

·       Absolutely NO notebook paper should be used on this project. I can provide white copy paper if necessary.

·       Written information may be typed or handwritten. Regardless, it must be NEAT and legible.

·       Illustrations must be completed by the student, NOT an artistic friend or relative!

August 5, 2015

Dear Parents and Guardians,

I hope you had a wonderful summer and are looking forward to the jump start of another school year. I have been given the opportunity to work at Southaven Middle School as English Language Arts teacher and would like to introduce myself. I am Ms. Chester, your child’s 7th grade teacher for the 2015-2016 school year at Southaven Middle School. I am delighted to have your child in my class this year, and I am looking forward to a very successful year, as I know you are too. I have high expectations for your child and I will be doing all that I can to help your child achieve those expectations.

I will be expecting all work assigned in class to be completed. Of course, all children do not work at the same pace, so I will provide an ample amount of time for assignments to be completed. Homework will be sent home twice a week. Please make sure your child completes his/her homework assignments. Progress report will be sent home for you to sign and return each nine weeks. This is to keep you updated on your child’s academics.

I am expecting your child to be on his/her best behavior. To ensure this, we (the class) have classroom rules that we must follow. I am providing you with a list of our rules and consequences.

You have been provided with a list indicating the supplies that your child will need. Please make sure that your child has all the supplies that he/she needs for a successful year.

I look forward to building a relationship with each of you. I am always available for any questions or concerns that you may have throughout the year. You may contact me by leaving a message at the middle school or by e-mail. I am more than happy to set up meetings with you immediately after school or during my planning period. It is important to me that your child is comfortable and confident in his/her classroom environment. I want all the best and most positive experiences for your child during the upcoming school year! Together, let’s make this a fantastic school year! J

Shuntay Chester, ELA

*Email- shuntay.chester@dcsms.org

*Phone- Southaven Middle School (662) 280-0422

                                                             Ms. Chester

Please bring all supplies to school within the first week. These supplies are essential to our   classroom, and will be used on a daily basis!

   1 10 pack (or larger) #2 pencils

   1-3 Ring Binders with 3 divider tabs (Language/Reading/Writing)

   3 packages of Loose-leaf notebook paper

   2 Black/Blue Pens

   3 boxes of Kleenex

   2 Rolls of Paper Towels

   3 pack Dry Erase Markers / 2 Highlighters

   24 pack of Colored Pencils

   1Composition book (no spirals)

   2 Pack of Colored Sticky Notes (Small and Large packs)

   1 Ream of Colorful card stock paper or Colorful copy paper

   Scissors (They will keep these themselves so they can be used in other classes)

   2 Fine Point Black Sharpies

   2 Glue sticks

   1 Hand Sanitizer

   2 Disinfecting Wipes

   1 USB Flash drive (used by all grades)

Old magazines

Wrapped candy

Students who bring their supplies by Monday, August 10th, will receive a 100 for their first grade of the 9 weeks.

1st Nine Weeks

ESSENTIAL QUESTION: To what extent do your circumstances determine who you become?

During this nine-week period, we will be exploring this essential question in many ways through the use of different texts and books: Do our circumstances determine who we become?  The book we will be using this nine weeks is Freak the Mighty by Rodman Philbrick.  I encourage all students to have this book by August 28th so that we are prepared to explore this essential question fully.  The book that will be used for the 2nd 9 week period is We Beat the Streets by Sampson Davis.  Books for the remaining 9 week periods will be announced at a later date.  Thank you for your prompt attention and support in this area.

Sign up for Remind: Text @mschesters to 81010.

I  highly recommend you sign up for REMIND 101 as soon as possible. I will use this throughout the year to remind you and your child of upcoming tests, projects, quizzes, homework, progress reports, etc. The codes for sign-up are located in the Parent Packet I sent home the first week of school.

Essential Questions and Books

1. To what extent do your circumstances determine who you become? 1st Nine Weeks
Freak the Mighty-Rodman Philbrick (Due 8/28)
2. What makes a winner? 2nd Nine Weeks
We Beat the Streets-Sampson Davis
3. How do we fight injustice? 3rd Nine Weeks
Book to be announced
4. What should we learn? 4th Nine Weeks
Students will choose a book based on certain guidelines.

1st Mini Project

Coat of Arms

Date Issued: 8/17/2015

Due Date: 8/24/2015

Subject: 7th Grade Language Arts

Coat of Arms project is due Monday, August 24th! This project must be placed on a Poster board.