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Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer.
2012 June 23
Explanation: As seen from Frösön island in northern Sweden the Sun did set a day after the summer solstice. From that location below the arctic circle it settled slowly behind the northern horizon. During the sunset's final minute, this remarkable sequence of 7 images follows the distorted edge of the solar disk as it just disappears against a distant tree line, capturing both a green and blue flash. Not a myth even in a land of runes, the colorful but elusive glints are caused by atmospheric refraction enhanced by long, low, sight lines and strong atmospheric temperature gradients.
Authors & editors:
Jerry Bonnell (UMCP)
NASA Official: Phillip Newman Specific rights apply.
A service of: ASD at NASA / GSFC
& Michigan Tech. U. | _ _ _! _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ . _ _ _ _: _ _ _ Frösön _ _ _ _ _ _ did _ _ _ _ _ _ _ . _ that _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _' _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ just _ _ _ _ _ _, _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _, _, _ _ _ _ _ _ _ . _ & _: _ _ (UMCP) _ _: _ _ _ _ _ . A _ of: _ at _ / _ & _ _ . _. | _ the _! _ _ _ _ _ _ _ _ our _ _ _ _, _ _ _ _ _ _ _ _ _ _ . _ _ _ _: _ _ _ Frösön _ _ _ _ the _ did _ a _ _ the _ _ . _ that _ _ the _ _ _ _ _ _ the _ _ . _ the _' _ _ _, this _ _ _ 7 _ _ the _ _ _ the _ _ _ _ just _ against a _ _ _, _ _ _ _ _ _ _ . Not _ _ _ _ a _ _ _, the _ _ _ _ _ _ _ _ _ _ _ _, _, _ _ _ _ _ _ _ . _ & _: _ _ (UMCP) _ Official: _ _ _ _ _ . A service of: _ at _ / _ & _ _ . U. | _ the _! _ _ a _ _ or _ of our fascinating _ is _, _ with a _ _ _ _ a _ _ . _ _ _ _: As _ from Frösön _ in _ _ the _ did _ a day after the _ _ . From that _ below the _ _ it _ _ behind the _ _ . _ the sunset' _ _ minute, this _ _ of 7 _ _ the _ _ of the _ _ as it just _ against a _ _ _, _ both a _ and _ _ . Not a _ even in a _ of _, the _ but _ _ are _ _ _ _ _ _ _, _, _ _ and _ _ _ _ . _ & _: _ _ (UMCP) NASA Official: _ _ _ rights _ . A service of: _ at _ / _ & _ _ . U. | _ the _! _ day a different image or _ of our fascinating _ is _, _ with a _ _ written by a _ _ . 2012 June 23 _: As _ from Frösön island in _ _ the _ did set a day after the _ _ . From that _ below the _ circle it settled slowly behind the _ _ . During the sunset' _ _ minute, this _ _ of 7 _ _ the distorted edge of the _ _ as it just _ against a _ _ _, _ both a _ and _ _ . Not a _ even in a land of _, the _ but _ _ are _ by _ _ _ by long, low, sight _ and strong _ _ _ . _ & _: Jerry _ (UMCP) NASA Official: _ _ _ rights apply . A service of: _ at _ / _ & Michigan _ . U. | _ the _! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional _ . 2012 June 23 _: As seen from Frösön island in northern _ the Sun did set a day after the summer _ . From that location below the _ circle it settled slowly behind the northern _ . During the sunset' s final minute, this remarkable _ of 7 images follows the distorted edge of the solar disk as it just _ against a _ tree line, capturing both a green and blue flash . Not a myth even in a land of _, the colorful but _ _ are caused by _ _ enhanced by long, low, sight _ and strong _ _ _ . _ & _: Jerry _ (UMCP) NASA Official: Phillip Newman _ rights apply . A service of: ASD at NASA / _ & Michigan _ . U. | Discover the _! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer . 2012 June 23 Explanation: As seen from Frösön island in northern Sweden the Sun did set a day after the summer _ . From that location below the _ circle it settled slowly behind the northern horizon . During the sunset' s final minute, this remarkable sequence of 7 images follows the distorted edge of the solar disk as it just disappears against a distant tree line, capturing both a green and blue flash . Not a myth even in a land of runes, the colorful but _ _ are caused by atmospheric _ enhanced by long, low, sight lines and strong atmospheric temperature _ . Authors & editors: Jerry _ (UMCP) NASA Official: Phillip Newman Specific rights apply . A service of: ASD at NASA / _ & Michigan Tech . U. | Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer . 2012 June 23 Explanation: As seen from Frösön island in northern Sweden the Sun did set a day after the summer _ . From that location below the arctic circle it settled slowly behind the northern horizon . During the sunset' s final minute, this remarkable sequence of 7 images follows the distorted edge of the solar disk as it just disappears against a distant tree line, capturing both a green and blue flash . Not a myth even in a land of runes, the colorful but _ _ are caused by atmospheric _ enhanced by long, low, sight lines and strong atmospheric temperature _ . Authors & editors: Jerry Bonnell (UMCP) NASA Official: Phillip Newman Specific rights apply . A service of: ASD at NASA / _ & Michigan Tech . U. | Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer . 2012 June 23 Explanation: As seen from Frösön island in northern Sweden the Sun did set a day after the summer solstice . From that location below the arctic circle it settled slowly behind the northern horizon . During the sunset' s final minute, this remarkable sequence of 7 images follows the distorted edge of the solar disk as it just disappears against a distant tree line, capturing both a green and blue flash . Not a myth even in a land of runes, the colorful but elusive _ are caused by atmospheric _ enhanced by long, low, sight lines and strong atmospheric temperature gradients . Authors & editors: Jerry Bonnell (UMCP) NASA Official: Phillip Newman Specific rights apply . A service of: ASD at NASA / GSFC & Michigan Tech . U. | Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer . 2012 June 23 Explanation: As seen from Frösön island in northern Sweden the Sun did set a day after the summer solstice . From that location below the arctic circle it settled slowly behind the northern horizon . During the sunset' s final minute, this remarkable sequence of 7 images follows the distorted edge of the solar disk as it just disappears against a distant tree line, capturing both a green and blue flash . Not a myth even in a land of runes, the colorful but elusive glints are caused by atmospheric refraction enhanced by long, low, sight lines and strong atmospheric temperature gradients . Authors & editors: Jerry Bonnell (UMCP) NASA Official: Phillip Newman Specific rights apply . A service of: ASD at NASA / GSFC & Michigan Tech . U. | Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer . 2012 June 23 Explanation: As seen from Frösön island in northern Sweden the Sun did set a day after the summer solstice . From that location below the arctic circle it settled slowly behind the northern horizon . During the sunset' s final minute, this remarkable sequence of 7 images follows the distorted edge of the solar disk as it just disappears against a distant tree line, capturing both a green and blue flash . Not a myth even in a land of runes, the colorful but elusive glints are caused by atmospheric refraction enhanced by long, low, sight lines and strong atmospheric temperature gradients . Authors & editors: Jerry Bonnell (UMCP) NASA Official: Phillip Newman Specific rights apply . A service of: ASD at NASA / GSFC & Michigan Tech . U. |
ASL Literature and Art
This section is a collection of ASL storytelling, poetry, works of art, and other creative works. It also consists of posts on literary aspects of ASL.
Speech language can convey sound effects in storytelling, whereas sign language can convey cinematic effects in storytelling.
Poetry in sign language has its own poetic features such as rhymes, rhythms, meters, and other features that charactierize poetry which is not limited to speech.
Explore ASL literary arts in this section including some visual-linguistic literary works in ASL and discussion.
Selected works of interest
Deconstruct W.O.R.D.: an original poetry performance.
Knowing Fish: poetic narrative video.
Compare three versions of the poem "Spring Dawn" originally written by Meng Hao-jan. The poem is translated by the literary artist Jolanta Lapiak into ASL in video and unique one-of-a-kind photograph print. Watch how ASL rhymes arise in this signed poem. | _ _ _ _ _ _ _ _ _ _ _ _, _, _ _ _, _ _ _ _ . _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _, _, _, _ _ _ _ charactierize _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ - _ _ _ _ _ and discussion . _ _ _ interest _ _ . _ . _ . _ .: _ _ _ _ . _ _: _ _ _ . _ _ _ _ _ _ " _ _ " _ _ _ _ _ - _ . _ _ _ _ _ the _ _ _ Lapiak _ _ in _ _ unique _ - _ - _ - _ _ _ . _ _ _ _ _ _ this _ _. | _ _ and _ This section _ _ _ _ _ _, _, _ _ _, _ _ _ _ . _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _, _, _, _ _ _ that charactierize _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ some _ - _ _ _ in _ and discussion . _ _ _ interest _ _ . _ . _ . _ .: _ _ _ performance . _ Fish: _ _ video . _ _ _ _ the _ " _ _ " _ _ _ _ _ - _ . The _ is _ _ the _ _ _ Lapiak _ _ in video and unique _ - _ - _ - _ _ _ . Watch _ _ _ _ _ this signed _. | _ _ and _ This section is a _ of _ _, _, _ of _, and _ _ _ . It also _ of posts on _ _ of _ . _ _ _ _ _ _ in _, _ _ _ _ _ _ _ in _ . _ in sign _ _ _ _ _ _ _ as _, _, _, and _ _ that charactierize _ which is _ _ to _ . _ _ _ arts in this _ including some _ - _ _ _ in _ and discussion . _ _ of interest _ W . _ . _ . _ .: an _ _ performance . Knowing Fish: _ _ video . _ three _ of the _ " _ _ " _ _ _ _ _ - _ . The _ is _ _ the _ _ _ Lapiak into _ in video and unique _ - of - a - _ _ _ . Watch how _ _ _ in this signed _. | _ _ and _ This section is a _ of _ storytelling, _, _ of _, and other _ _ . It also _ of posts on literary _ of _ . _ _ can _ sound _ in _, _ sign _ can _ _ _ in _ . _ in sign _ has its _ _ _ _ as _, _, _, and other _ that charactierize _ which is not _ to _ . _ _ _ arts in this section including some visual - _ _ works in _ and discussion . Selected _ of interest _ W . _ . R . D .: an original poetry performance . Knowing Fish: poetic _ video . _ three _ of the _ " Spring Dawn " _ _ by _ _ - jan . The _ is _ by the literary _ _ Lapiak into _ in video and unique one - of - a - _ photograph print . Watch how _ _ arise in this signed _. | _ _ and Art This section is a collection of _ storytelling, _, works of art, and other creative works . It also _ of posts on literary aspects of _ . Speech _ can _ sound _ in _, _ sign _ can _ _ effects in _ . _ in sign _ has its own poetic features such as _, _, meters, and other features that charactierize poetry which is not limited to speech . _ _ _ arts in this section including some visual - _ _ works in _ and discussion . Selected works of interest _ W . O . R . D .: an original poetry performance . Knowing Fish: poetic narrative video . _ three _ of the poem " Spring Dawn " originally written by _ _ - jan . The _ is _ by the literary artist _ Lapiak into _ in video and unique one - of - a - kind photograph print . Watch how _ _ arise in this signed poem. | _ Literature and Art This section is a collection of _ storytelling, poetry, works of art, and other creative works . It also _ of posts on literary aspects of ASL . Speech language can _ sound effects in storytelling, whereas sign language can _ _ effects in storytelling . Poetry in sign language has its own poetic features such as _, _, meters, and other features that charactierize poetry which is not limited to speech . _ _ literary arts in this section including some visual - linguistic literary works in _ and discussion . Selected works of interest _ W . O . R . D .: an original poetry performance . Knowing Fish: poetic narrative video . Compare three versions of the poem " Spring Dawn " originally written by _ _ - jan . The poem is _ by the literary artist _ Lapiak into ASL in video and unique one - of - a - kind photograph print . Watch how ASL rhymes arise in this signed poem. | _ Literature and Art This section is a collection of _ storytelling, poetry, works of art, and other creative works . It also consists of posts on literary aspects of ASL . Speech language can convey sound effects in storytelling, whereas sign language can convey cinematic effects in storytelling . Poetry in sign language has its own poetic features such as _, rhythms, meters, and other features that charactierize poetry which is not limited to speech . Explore _ literary arts in this section including some visual - linguistic literary works in _ and discussion . Selected works of interest Deconstruct W . O . R . D .: an original poetry performance . Knowing Fish: poetic narrative video . Compare three versions of the poem " Spring Dawn " originally written by Meng Hao - jan . The poem is translated by the literary artist _ Lapiak into ASL in video and unique one - of - a - kind photograph print . Watch how ASL rhymes arise in this signed poem. | ASL Literature and Art This section is a collection of ASL storytelling, poetry, works of art, and other creative works . It also consists of posts on literary aspects of ASL . Speech language can convey sound effects in storytelling, whereas sign language can convey cinematic effects in storytelling . Poetry in sign language has its own poetic features such as rhymes, rhythms, meters, and other features that charactierize poetry which is not limited to speech . Explore ASL literary arts in this section including some visual - linguistic literary works in ASL and discussion . Selected works of interest Deconstruct W . O . R . D .: an original poetry performance . Knowing Fish: poetic narrative video . Compare three versions of the poem " Spring Dawn " originally written by Meng Hao - jan . The poem is translated by the literary artist _ Lapiak into ASL in video and unique one - of - a - kind photograph print . Watch how ASL rhymes arise in this signed poem. | ASL Literature and Art This section is a collection of ASL storytelling, poetry, works of art, and other creative works . It also consists of posts on literary aspects of ASL . Speech language can convey sound effects in storytelling, whereas sign language can convey cinematic effects in storytelling . Poetry in sign language has its own poetic features such as rhymes, rhythms, meters, and other features that charactierize poetry which is not limited to speech . Explore ASL literary arts in this section including some visual - linguistic literary works in ASL and discussion . Selected works of interest Deconstruct W . O . R . D .: an original poetry performance . Knowing Fish: poetic narrative video . Compare three versions of the poem " Spring Dawn " originally written by Meng Hao - jan . The poem is translated by the literary artist Jolanta Lapiak into ASL in video and unique one - of - a - kind photograph print . Watch how ASL rhymes arise in this signed poem. | ASL Literature and Art This section is a collection of ASL storytelling, poetry, works of art, and other creative works . It also consists of posts on literary aspects of ASL . Speech language can convey sound effects in storytelling, whereas sign language can convey cinematic effects in storytelling . Poetry in sign language has its own poetic features such as rhymes, rhythms, meters, and other features that charactierize poetry which is not limited to speech . Explore ASL literary arts in this section including some visual - linguistic literary works in ASL and discussion . Selected works of interest Deconstruct W . O . R . D .: an original poetry performance . Knowing Fish: poetic narrative video . Compare three versions of the poem " Spring Dawn " originally written by Meng Hao - jan . The poem is translated by the literary artist Jolanta Lapiak into ASL in video and unique one - of - a - kind photograph print . Watch how ASL rhymes arise in this signed poem. |
May 19, 2008 A vaccine created by University of Rochester Medical Center scientists prevents the development of Alzheimer's disease-like pathology in mice without causing inflammation or significant side effects.
Vaccinated mice generated an immune response to the protein known as amyloid-beta peptide, which accumulates in what are called "amyloid plaques" in brains of people with Alzheimer's. The vaccinated mice demonstrated normal learning skills and functioning memory in spite of being genetically designed to develop an aggressive form of the disease.
The Rochester scientists reported the findings in an article in the May issue of Molecular Therapy, the journal of The American Society of Gene Therapy.
"Our study demonstrates that we can create a potent but safe version of a vaccine that utilizes the strategy of immune response shaping to prevent Alzheimer's-related pathologies and memory deficits," said William Bowers, associate professor of neurology and of microbiology and immunology at the Medical Center and lead author of the article. "The vaccinated mice not only performed better, we found no evidence of signature amyloid plaque in their brains."
Alzheimer's is a progressive neurodegenerative disease associated with dementia and a decline in performance of normal activities. Hallmarks of the disease include the accumulation of amyloid plaques in the brains of patients and the loss of normal functioning tau, a protein that stabilizes the transport networks in neurons. Abnormal tau function eventually leads to another classic hallmark of Alzheimer's, neurofibrillary tangle in nerve cells. After several decades of exposure to these insults, neurons ultimately succumb and die, leading to progressively damaged learning and memory centers in the brain.
The mice that received the vaccines were genetically engineered to express large amounts of amyloid beta protein. They also harbored a mutation that causes the tau-related tangle pathology. Prior to the start of the vaccine study, the mice were trained to navigate a maze using spatial clues. They were then tested periodically during the 10-month study on the amount of time and distance traveled to an escape pod and the number of errors made along the way.
"What we found exciting was that by targeting one pathology of Alzheimer's -- amyloid beta -- we were able to also prevent the transition of tau from its normal form to a form found in the disease state," Bowers said.
The goal of the vaccine is to prompt the immune system to recognize amyloid beta protein and remove it. To create the vaccine, Bowers and the research group use a herpes virus that is stripped of the viral genes that can cause disease or harm. They then load the virus container with the genetic code for amyloid beta and interleukin-4, a protein that stimulates immune responses involving type 2 T helper cells, which are lymphocytes that play an important role in the immune system.
The research group tested several versions of a vaccine. Mice were given three injections of empty virus alone, a vaccine carrying only the amyloid beta genetic code, or a vaccine encoding both amyloid beta and interlueikin-4, which was found to be the most effective.
"We have learned a great deal from this ongoing project," Bowers said. "Importantly, it has demonstrated the combined strengths of the gene delivery platform and the immune shaping concept for the creation of customized vaccines for Alzheimer's disease, as well as a number of other diseases. We are currently working on strategies we believe can make the vaccine even safer."
Bowers expects the vaccine eventually to be tested in people, but due to the number of studies required to satisfy regulatory requirements, it could be three or more years before human trials testing this type of Alzheimer's vaccine occur.
Grants from the National Institutes of Health supported the study. In addition to Bowers, authors of the Molecular Therapy article include Maria E. Frazer, Jennifer E. Hughes, Michael A. Mastrangelo and Jennifer Tibbens of the Medical Center and Howard J. Federoff of Georgetown University Medical Center.
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The _ of the _ is to _ the _ _ to _ _ _ _ and _ it . To _ the _, _ and the _ _ use a _ _ that is _ of the _ _ that _ _ _ or _ . _ _ _ the _ _ with the _ _ for _ _ and _ - 4, a _ that _ _ _ _ _ _ _ _ _, _ are _ that _ _ _ _ in the _ _ . The _ _ _ _ _ of a _ . _ _ _ _ _ of empty virus alone, a _ _ _ the _ _ _ _, or a _ _ _ _ _ and interlueikin - 4, _ was _ to be the _ _ . " We _ _ a _ _ from this _ _, " _ _ . " _, it _ _ the _ _ of the _ _ _ and the immune _ concept for the _ of _ _ for _' _ _, as _ as a _ of _ _ . _ _ _ _ on _ _ _ can _ the vaccine even _ . " _ _ the _ eventually to be _ in people, _ _ to the _ of _ _ to _ _ _, it could be three _ more _ _ _ _ testing this _ of _' _ _ _ . _ _ the _ _ of _ _ the _ . In _ to _, _ of the _ _ _ _ Maria _ . _, _ _ . _, _ A . _ and _ Tibbens of the _ _ and _ _ . Federoff of _ _ _ _ . Other social _ and _ _: _: _ _ be _ for _ and length . For _ _, _ _ the _ _ _ . _: If _ _ is _, the _ is _ _. | May 19, _ A _ created by _ of _ _ _ scientists _ the _ of _' _ _ - like _ in _ without _ _ or significant _ _ . _ _ generated an _ _ to the _ _ as _ - _ _, which _ in what are _ " _ _ " in _ of people with _' _ . The _ _ _ normal learning _ and _ memory in _ of _ _ designed to _ an _ _ of the _ . The Rochester scientists _ the _ in an _ in the May _ of Molecular _, the _ of The _ _ of Gene Therapy . " Our study _ that we can _ a _ but safe _ of a _ that _ the strategy of _ _ shaping to _ _' _ - _ _ and _ _, " said William _, _ _ of _ and of _ and _ at the Medical _ and lead _ of the article . " The _ _ not only _ better, we _ no _ of signature _ _ in their _ . " _' _ is a _ _ _ _ with _ and a _ in _ of normal activities . _ of the _ _ the _ of _ _ in the _ of _ and the _ of normal functioning _, a _ that _ the transport networks in _ . _ _ function eventually _ to another classic _ of _' _, _ _ in _ _ . After _ _ of _ to these insults, _ _ _ and _, _ to _ damaged _ and _ _ in the _ . The _ that _ the _ were _ _ to _ _ _ of _ _ _ . They also _ a _ that _ the _ - related _ _ . _ to the start of the vaccine study, the _ were _ to _ a _ using _ _ . They were then _ _ during the 10 - _ study on the _ of time and _ _ to an _ _ and the _ of _ made _ the way . " What we _ exciting was that by _ one _ of _' _ - - _ _ - - we were _ to also prevent the _ of _ from its _ _ to a _ found in the disease state, " _ said . The _ of the _ is to _ the _ _ to _ _ _ _ and _ it . To _ the _, _ and the _ group use a _ _ that is stripped of the _ _ that can _ _ or harm . They then load the virus _ with the _ _ for _ _ and _ - 4, a _ that _ _ _ involving _ 2 _ _ _, which are _ that _ an _ _ in the _ _ . The _ group _ several _ of a _ . _ were _ three _ of empty virus alone, a _ carrying only the _ _ _ _, or a _ _ both _ _ and interlueikin - 4, which was found to be the most _ . " We have _ a _ _ from this ongoing project, " _ said . " _, it has _ the _ _ of the _ delivery platform and the immune shaping concept for the _ of _ _ for _' _ _, as well as a number of other _ . We are _ _ on strategies we _ can make the vaccine even _ . " _ _ the _ eventually to be _ in people, but _ to the _ of studies _ to _ _ _, it could be three or more _ _ human _ testing this _ of _' _ _ _ . _ from the _ _ of _ _ the study . In _ to _, _ of the _ Therapy article _ Maria E . _, _ E . _, _ A . _ and _ Tibbens of the Medical _ and Howard _ . Federoff of _ _ _ _ . Other social _ and _ _: Note: Materials may be _ for _ and length . For further _, _ contact the source _ _ . _: If no author is given, the source is _ instead. | May 19, 2008 A vaccine created by University of _ Medical Center scientists _ the development of _' s _ - like _ in _ without _ inflammation or significant side _ . _ _ generated an _ _ to the _ known as _ - _ _, which _ in what are called " _ _ " in _ of people with _' s . The _ _ _ normal learning skills and functioning memory in _ of being _ designed to develop an _ form of the _ . The Rochester scientists reported the _ in an _ in the May issue of Molecular _, the _ of The American Society of Gene Therapy . " Our study _ that we can create a _ but safe version of a _ that _ the strategy of _ response shaping to prevent _' s - _ _ and memory _, " said William _, _ _ of _ and of _ and _ at the Medical Center and lead _ of the article . " The _ mice not only performed better, we found no evidence of signature _ _ in their _ . " _' s is a _ _ _ _ with _ and a _ in performance of normal activities . _ of the _ include the _ of _ _ in the _ of patients and the loss of normal functioning _, a _ that _ the transport networks in _ . _ _ function eventually _ to another classic _ of _' s, _ _ in nerve _ . After several decades of _ to these insults, _ ultimately _ and _, _ to progressively damaged learning and _ centers in the _ . The _ that received the _ were _ _ to express large _ of _ _ protein . They also _ a _ that causes the _ - related _ _ . _ to the start of the vaccine study, the mice were trained to _ a _ using spatial clues . They were then tested _ during the 10 - month study on the amount of time and distance _ to an _ _ and the number of _ made along the way . " What we found exciting was that by targeting one _ of _' s - - _ beta - - we were able to also prevent the _ of tau from its normal form to a form found in the disease state, " _ said . The goal of the _ is to _ the _ system to _ _ _ protein and remove it . To create the _, _ and the research group use a _ _ that is stripped of the _ _ that can cause disease or harm . They then load the virus container with the _ code for _ _ and _ - 4, a _ that _ _ _ involving type 2 T _ _, which are _ that play an important _ in the _ system . The research group tested several _ of a _ . _ were given three _ of empty virus alone, a _ carrying only the _ _ _ code, or a _ encoding both _ _ and interlueikin - 4, which was found to be the most _ . " We have _ a great deal from this ongoing project, " _ said . " _, it has demonstrated the combined strengths of the gene delivery platform and the immune shaping concept for the creation of _ _ for _' s _, as well as a number of other diseases . We are currently working on strategies we believe can make the vaccine even safer . " _ _ the _ eventually to be tested in people, but due to the number of studies required to _ regulatory _, it could be three or more years before human _ testing this type of _' s _ occur . _ from the National _ of Health _ the study . In _ to _, _ of the Molecular Therapy article include Maria E . _, Jennifer E . Hughes, Michael A . _ and Jennifer Tibbens of the Medical Center and Howard J . Federoff of _ University _ _ . Other social _ and sharing tools: Note: Materials may be edited for content and length . For further information, please contact the source cited above . _: If no author is given, the source is _ instead. | May 19, 2008 A vaccine created by University of Rochester Medical Center scientists prevents the development of _' s disease - like _ in mice without causing inflammation or significant side effects . _ mice generated an _ response to the protein known as _ - beta _, which _ in what are called " _ _ " in brains of people with _' s . The _ mice demonstrated normal learning skills and functioning memory in _ of being _ designed to develop an aggressive form of the disease . The Rochester scientists reported the findings in an article in the May issue of Molecular Therapy, the journal of The American Society of Gene Therapy . " Our study demonstrates that we can create a potent but safe version of a _ that _ the strategy of immune response shaping to prevent _' s - related _ and memory _, " said William _, associate professor of _ and of _ and _ at the Medical Center and lead author of the article . " The _ mice not only performed better, we found no evidence of signature _ plaque in their brains . " _' s is a progressive _ disease associated with _ and a decline in performance of normal activities . _ of the disease include the _ of _ _ in the _ of patients and the loss of normal functioning _, a protein that _ the transport networks in _ . _ _ function eventually leads to another classic _ of _' s, _ _ in nerve cells . After several decades of _ to these insults, _ ultimately _ and die, leading to progressively damaged learning and memory centers in the brain . The mice that received the _ were _ _ to express large amounts of _ beta protein . They also harbored a mutation that causes the tau - related tangle _ . Prior to the start of the vaccine study, the mice were trained to _ a _ using spatial clues . They were then tested periodically during the 10 - month study on the amount of time and distance _ to an escape pod and the number of errors made along the way . " What we found exciting was that by targeting one pathology of _' s - - _ beta - - we were able to also prevent the transition of tau from its normal form to a form found in the disease state, " Bowers said . The goal of the vaccine is to _ the _ system to recognize _ beta protein and remove it . To create the _, _ and the research group use a _ virus that is stripped of the viral genes that can cause disease or harm . They then load the virus container with the _ code for _ beta and _ - 4, a protein that _ _ _ involving type 2 T _ cells, which are _ that play an important role in the _ system . The research group tested several versions of a vaccine . _ were given three _ of empty virus alone, a _ carrying only the _ _ genetic code, or a _ encoding both _ _ and interlueikin - 4, which was found to be the most effective . " We have learned a great deal from this ongoing project, " Bowers said . " Importantly, it has demonstrated the combined strengths of the gene delivery platform and the immune shaping concept for the creation of _ _ for _' s disease, as well as a number of other diseases . We are currently working on strategies we believe can make the vaccine even safer . " Bowers expects the _ eventually to be tested in people, but due to the number of studies required to satisfy regulatory requirements, it could be three or more years before human _ testing this type of _' s vaccine occur . _ from the National _ of Health supported the study . In addition to _, authors of the Molecular Therapy article include Maria E . _, Jennifer E . Hughes, Michael A . _ and Jennifer Tibbens of the Medical Center and Howard J . Federoff of _ University Medical Center . Other social _ and sharing tools: Note: Materials may be edited for content and length . For further information, please contact the source cited above . Note: If no author is given, the source is cited instead. | May 19, 2008 A vaccine created by University of Rochester Medical Center scientists prevents the development of _' s disease - like pathology in mice without causing inflammation or significant side effects . _ mice generated an immune response to the protein known as _ - beta _, which _ in what are called " _ _ " in brains of people with _' s . The _ mice demonstrated normal learning skills and functioning memory in spite of being genetically designed to develop an aggressive form of the disease . The Rochester scientists reported the findings in an article in the May issue of Molecular Therapy, the journal of The American Society of Gene Therapy . " Our study demonstrates that we can create a potent but safe version of a vaccine that utilizes the strategy of immune response shaping to prevent _' s - related _ and memory _, " said William Bowers, associate professor of _ and of _ and _ at the Medical Center and lead author of the article . " The _ mice not only performed better, we found no evidence of signature _ plaque in their brains . " _' s is a progressive _ disease associated with dementia and a decline in performance of normal activities . _ of the disease include the accumulation of _ _ in the brains of patients and the loss of normal functioning tau, a protein that _ the transport networks in neurons . _ tau function eventually leads to another classic _ of _' s, _ tangle in nerve cells . After several decades of exposure to these insults, neurons ultimately _ and die, leading to progressively damaged learning and memory centers in the brain . The mice that received the vaccines were _ engineered to express large amounts of _ beta protein . They also harbored a mutation that causes the tau - related tangle pathology . Prior to the start of the vaccine study, the mice were trained to navigate a maze using spatial clues . They were then tested periodically during the 10 - month study on the amount of time and distance traveled to an escape pod and the number of errors made along the way . " What we found exciting was that by targeting one pathology of _' s - - _ beta - - we were able to also prevent the transition of tau from its normal form to a form found in the disease state, " Bowers said . The goal of the vaccine is to prompt the immune system to recognize _ beta protein and remove it . To create the vaccine, Bowers and the research group use a _ virus that is stripped of the viral genes that can cause disease or harm . They then load the virus container with the genetic code for _ beta and _ - 4, a protein that stimulates immune responses involving type 2 T _ cells, which are _ that play an important role in the immune system . The research group tested several versions of a vaccine . Mice were given three injections of empty virus alone, a vaccine carrying only the _ beta genetic code, or a vaccine encoding both _ beta and interlueikin - 4, which was found to be the most effective . " We have learned a great deal from this ongoing project, " Bowers said . " Importantly, it has demonstrated the combined strengths of the gene delivery platform and the immune shaping concept for the creation of customized vaccines for _' s disease, as well as a number of other diseases . We are currently working on strategies we believe can make the vaccine even safer . " Bowers expects the vaccine eventually to be tested in people, but due to the number of studies required to satisfy regulatory requirements, it could be three or more years before human trials testing this type of _' s vaccine occur . Grants from the National _ of Health supported the study . In addition to Bowers, authors of the Molecular Therapy article include Maria E . _, Jennifer E . Hughes, Michael A . _ and Jennifer Tibbens of the Medical Center and Howard J . Federoff of Georgetown University Medical Center . Other social _ and sharing tools: Note: Materials may be edited for content and length . For further information, please contact the source cited above . Note: If no author is given, the source is cited instead. | May 19, 2008 A vaccine created by University of Rochester Medical Center scientists prevents the development of Alzheimer' s disease - like pathology in mice without causing inflammation or significant side effects . Vaccinated mice generated an immune response to the protein known as _ - beta peptide, which _ in what are called " _ plaques " in brains of people with _' s . The vaccinated mice demonstrated normal learning skills and functioning memory in spite of being genetically designed to develop an aggressive form of the disease . The Rochester scientists reported the findings in an article in the May issue of Molecular Therapy, the journal of The American Society of Gene Therapy . " Our study demonstrates that we can create a potent but safe version of a vaccine that utilizes the strategy of immune response shaping to prevent _' s - related pathologies and memory deficits, " said William Bowers, associate professor of neurology and of microbiology and immunology at the Medical Center and lead author of the article . " The vaccinated mice not only performed better, we found no evidence of signature _ plaque in their brains . " Alzheimer' s is a progressive _ disease associated with dementia and a decline in performance of normal activities . Hallmarks of the disease include the accumulation of _ plaques in the brains of patients and the loss of normal functioning tau, a protein that _ the transport networks in neurons . Abnormal tau function eventually leads to another classic hallmark of _' s, _ tangle in nerve cells . After several decades of exposure to these insults, neurons ultimately succumb and die, leading to progressively damaged learning and memory centers in the brain . The mice that received the vaccines were genetically engineered to express large amounts of _ beta protein . They also harbored a mutation that causes the tau - related tangle pathology . Prior to the start of the vaccine study, the mice were trained to navigate a maze using spatial clues . They were then tested periodically during the 10 - month study on the amount of time and distance traveled to an escape pod and the number of errors made along the way . " What we found exciting was that by targeting one pathology of Alzheimer' s - - _ beta - - we were able to also prevent the transition of tau from its normal form to a form found in the disease state, " Bowers said . The goal of the vaccine is to prompt the immune system to recognize _ beta protein and remove it . To create the vaccine, Bowers and the research group use a herpes virus that is stripped of the viral genes that can cause disease or harm . They then load the virus container with the genetic code for _ beta and _ - 4, a protein that stimulates immune responses involving type 2 T helper cells, which are _ that play an important role in the immune system . The research group tested several versions of a vaccine . Mice were given three injections of empty virus alone, a vaccine carrying only the _ beta genetic code, or a vaccine encoding both _ beta and interlueikin - 4, which was found to be the most effective . " We have learned a great deal from this ongoing project, " Bowers said . " Importantly, it has demonstrated the combined strengths of the gene delivery platform and the immune shaping concept for the creation of customized vaccines for _' s disease, as well as a number of other diseases . We are currently working on strategies we believe can make the vaccine even safer . " Bowers expects the vaccine eventually to be tested in people, but due to the number of studies required to satisfy regulatory requirements, it could be three or more years before human trials testing this type of Alzheimer' s vaccine occur . Grants from the National Institutes of Health supported the study . In addition to Bowers, authors of the Molecular Therapy article include Maria E . Frazer, Jennifer E . Hughes, Michael A . _ and Jennifer Tibbens of the Medical Center and Howard J . Federoff of Georgetown University Medical Center . Other social _ and sharing tools: Note: Materials may be edited for content and length . For further information, please contact the source cited above . Note: If no author is given, the source is cited instead. | May 19, 2008 A vaccine created by University of Rochester Medical Center scientists prevents the development of Alzheimer' s disease - like pathology in mice without causing inflammation or significant side effects . Vaccinated mice generated an immune response to the protein known as amyloid - beta peptide, which accumulates in what are called " amyloid plaques " in brains of people with Alzheimer' s . The vaccinated mice demonstrated normal learning skills and functioning memory in spite of being genetically designed to develop an aggressive form of the disease . The Rochester scientists reported the findings in an article in the May issue of Molecular Therapy, the journal of The American Society of Gene Therapy . " Our study demonstrates that we can create a potent but safe version of a vaccine that utilizes the strategy of immune response shaping to prevent Alzheimer' s - related pathologies and memory deficits, " said William Bowers, associate professor of neurology and of microbiology and immunology at the Medical Center and lead author of the article . " The vaccinated mice not only performed better, we found no evidence of signature amyloid plaque in their brains . " Alzheimer' s is a progressive neurodegenerative disease associated with dementia and a decline in performance of normal activities . Hallmarks of the disease include the accumulation of amyloid plaques in the brains of patients and the loss of normal functioning tau, a protein that stabilizes the transport networks in neurons . Abnormal tau function eventually leads to another classic hallmark of Alzheimer' s, _ tangle in nerve cells . After several decades of exposure to these insults, neurons ultimately succumb and die, leading to progressively damaged learning and memory centers in the brain . The mice that received the vaccines were genetically engineered to express large amounts of amyloid beta protein . They also harbored a mutation that causes the tau - related tangle pathology . Prior to the start of the vaccine study, the mice were trained to navigate a maze using spatial clues . They were then tested periodically during the 10 - month study on the amount of time and distance traveled to an escape pod and the number of errors made along the way . " What we found exciting was that by targeting one pathology of Alzheimer' s - - amyloid beta - - we were able to also prevent the transition of tau from its normal form to a form found in the disease state, " Bowers said . The goal of the vaccine is to prompt the immune system to recognize amyloid beta protein and remove it . To create the vaccine, Bowers and the research group use a herpes virus that is stripped of the viral genes that can cause disease or harm . They then load the virus container with the genetic code for amyloid beta and interleukin - 4, a protein that stimulates immune responses involving type 2 T helper cells, which are lymphocytes that play an important role in the immune system . The research group tested several versions of a vaccine . Mice were given three injections of empty virus alone, a vaccine carrying only the amyloid beta genetic code, or a vaccine encoding both amyloid beta and interlueikin - 4, which was found to be the most effective . " We have learned a great deal from this ongoing project, " Bowers said . " Importantly, it has demonstrated the combined strengths of the gene delivery platform and the immune shaping concept for the creation of customized vaccines for Alzheimer' s disease, as well as a number of other diseases . We are currently working on strategies we believe can make the vaccine even safer . " Bowers expects the vaccine eventually to be tested in people, but due to the number of studies required to satisfy regulatory requirements, it could be three or more years before human trials testing this type of Alzheimer' s vaccine occur . Grants from the National Institutes of Health supported the study . In addition to Bowers, authors of the Molecular Therapy article include Maria E . Frazer, Jennifer E . Hughes, Michael A . _ and Jennifer Tibbens of the Medical Center and Howard J . Federoff of Georgetown University Medical Center . Other social bookmarking and sharing tools: Note: Materials may be edited for content and length . For further information, please contact the source cited above . Note: If no author is given, the source is cited instead. | May 19, 2008 A vaccine created by University of Rochester Medical Center scientists prevents the development of Alzheimer' s disease - like pathology in mice without causing inflammation or significant side effects . Vaccinated mice generated an immune response to the protein known as amyloid - beta peptide, which accumulates in what are called " amyloid plaques " in brains of people with Alzheimer' s . The vaccinated mice demonstrated normal learning skills and functioning memory in spite of being genetically designed to develop an aggressive form of the disease . The Rochester scientists reported the findings in an article in the May issue of Molecular Therapy, the journal of The American Society of Gene Therapy . " Our study demonstrates that we can create a potent but safe version of a vaccine that utilizes the strategy of immune response shaping to prevent Alzheimer' s - related pathologies and memory deficits, " said William Bowers, associate professor of neurology and of microbiology and immunology at the Medical Center and lead author of the article . " The vaccinated mice not only performed better, we found no evidence of signature amyloid plaque in their brains . " Alzheimer' s is a progressive neurodegenerative disease associated with dementia and a decline in performance of normal activities . Hallmarks of the disease include the accumulation of amyloid plaques in the brains of patients and the loss of normal functioning tau, a protein that stabilizes the transport networks in neurons . Abnormal tau function eventually leads to another classic hallmark of Alzheimer' s, neurofibrillary tangle in nerve cells . After several decades of exposure to these insults, neurons ultimately succumb and die, leading to progressively damaged learning and memory centers in the brain . The mice that received the vaccines were genetically engineered to express large amounts of amyloid beta protein . They also harbored a mutation that causes the tau - related tangle pathology . Prior to the start of the vaccine study, the mice were trained to navigate a maze using spatial clues . They were then tested periodically during the 10 - month study on the amount of time and distance traveled to an escape pod and the number of errors made along the way . " What we found exciting was that by targeting one pathology of Alzheimer' s - - amyloid beta - - we were able to also prevent the transition of tau from its normal form to a form found in the disease state, " Bowers said . The goal of the vaccine is to prompt the immune system to recognize amyloid beta protein and remove it . To create the vaccine, Bowers and the research group use a herpes virus that is stripped of the viral genes that can cause disease or harm . They then load the virus container with the genetic code for amyloid beta and interleukin - 4, a protein that stimulates immune responses involving type 2 T helper cells, which are lymphocytes that play an important role in the immune system . The research group tested several versions of a vaccine . Mice were given three injections of empty virus alone, a vaccine carrying only the amyloid beta genetic code, or a vaccine encoding both amyloid beta and interlueikin - 4, which was found to be the most effective . " We have learned a great deal from this ongoing project, " Bowers said . " Importantly, it has demonstrated the combined strengths of the gene delivery platform and the immune shaping concept for the creation of customized vaccines for Alzheimer' s disease, as well as a number of other diseases . We are currently working on strategies we believe can make the vaccine even safer . " Bowers expects the vaccine eventually to be tested in people, but due to the number of studies required to satisfy regulatory requirements, it could be three or more years before human trials testing this type of Alzheimer' s vaccine occur . Grants from the National Institutes of Health supported the study . In addition to Bowers, authors of the Molecular Therapy article include Maria E . Frazer, Jennifer E . Hughes, Michael A . _ and Jennifer Tibbens of the Medical Center and Howard J . Federoff of Georgetown University Medical Center . Other social bookmarking and sharing tools: Note: Materials may be edited for content and length . For further information, please contact the source cited above . Note: If no author is given, the source is cited instead. |
Nephila jurassica: The biggest spider fossil ever found
Spiders are small arthropods, famous for their elasticity, strength and web-making abilities. For some people, spiders are not welcome in the home; as soon as they see one crawling on the ceiling, the first thought that comes to mind is to swat it at once.
But spiders predate us humans by a long way. And while sometimes spiders are tiny creatures, a team of scientists has discovered the largest spider fossil ever in a layer of volcanic ash in Ningcheng County, Inner Mongolia, China. The research was carried out by Paleontologist Professor Paul Selden, of the University of Kansas, with his team.
Named Nephila jurassica, this 165-million-year-old fossil is 2.5 cm in length and has a leg span of almost 9 cm. It is currently the largest known fossilized spider, and is from the family known as Nephilidae, the largest web-weaving spiders alive today.
According to research published online in the 20th April, 2011 issue of Biology Letters, this prehistoric spider was female and shows characteristics of the golden orb weaver. Widespread in warmer regions, the golden silk orb weavers are well-known for the fabulous webs they weave. Females of this family weave the largest orb webs known.
"When I first saw it, I immediately realized that it was very unique not only because of its size, but also because the preservation was excellent," said ChungKun Shih, study co-author, and a visiting professor at Capital Normal University in Beijing, China.
According to a press release: “This fossil finding provides evidence that golden orb-webs were being woven and capturing medium to large insects in Jurassic times, and predation by these spiders would have played an important role in the natural selection of contemporaneous insects.” | _ jurassica: _ _ _ _ _ _ _ _ _ _, _ _ _ _, _ _ _ - _ _ . _ _ _, _ _ _ _ _ _ _; _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Ningcheng _, _ _, _ . _ _ _ _ _ _ _ _ _ _, _ _ _ _ _, _ _ _ . _ _ jurassica, _ _ - _ - _ - _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ Nephilidae, _ _ _ - _ _ _ _ . _ _ _ _ _ _ _ _ _, _ _ _ _ _, _ _ _ _ _ _ _ _ _ the _ _ _ . _ _ _ _, _ _ _ _ _ _ _ - _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ . " _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ the _ _ _, " _ ChungKun _, _ _ - _, _ _ _ _ _ _ _ _ _ _, _ . _ _ _ _ _: “ This _ _ _ _ _ _ _ - _ _ _ _ and _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . ” | _ jurassica: The _ _ _ _ _ _ _ _ _, _ _ _ _, _ _ _ - _ _ . _ _ _, _ _ _ _ _ the _; _ _ _ _ _ _ _ on the _, the _ _ _ _ _ _ _ _ _ _ _ _ . But _ _ us _ _ _ _ _ . And _ sometimes _ _ _ _, _ _ _ _ _ _ the _ _ _ _ _ _ _ _ _ _ _ Ningcheng _, _ _, _ . The _ _ _ _ _ _ _ _ _, of the _ _ _, with _ _ . _ _ jurassica, _ _ - _ - _ - _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ the _ _ _ _, _ _ from the _ _ _ Nephilidae, the _ _ - _ _ _ _ . _ _ _ _ _ _ the _ _, _ _ _ _ _, _ _ _ was _ _ _ _ _ the _ _ _ . _ _ _ _, the _ _ _ _ _ _ - _ _ the _ _ _ _ . _ of _ _ _ the _ _ _ _ . " _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ the _ _ _, " _ ChungKun _, study _ - _, and a _ _ _ _ _ _ _ _, _ . _ _ a _ _: “ This _ _ _ _ _ _ _ - _ _ being _ and _ _ to _ _ in _ _, and _ _ _ _ _ _ _ _ _ _ _ the _ _ _ _ _ . ” | _ jurassica: The _ _ _ _ _ _ are _ _, _ for _ _, _ and _ - _ _ . For some people, _ _ _ _ in the home; as _ as they _ one _ on the _, the _ _ that _ to _ is to _ it at once . But _ _ us _ _ a _ _ . And _ sometimes _ are _ _, a _ of _ has _ the _ _ _ ever in a _ of _ _ in Ningcheng _, _ _, _ . The _ was _ _ _ _ _ _ _, of the _ of _, with _ _ . _ _ jurassica, this _ - _ - _ - _ _ is 2 . _ _ in _ and _ a _ _ of almost 9 _ . It is _ the _ _ _ _, and is from the _ _ as Nephilidae, the _ _ - _ _ _ _ . _ to _ _ _ in the _ _, _ _ of _ _, this _ _ was _ and _ _ of the _ _ _ . _ in _ _, the _ _ _ _ are _ - _ for the _ _ _ _ . _ of this family _ the _ _ _ _ . " _ I _ _ it, I _ _ that it was very _ _ _ _ of _ _, _ _ _ the _ was _, " _ ChungKun _, study _ - _, and a _ _ _ Capital _ _ in _, _ . _ to a _ _: “ This _ finding _ _ that _ _ - _ _ being _ and _ _ to _ _ in _ _, and _ _ _ _ would _ _ _ _ _ in the _ _ of _ _ . ” | _ jurassica: The _ _ _ _ found _ are _ _, _ for their _, _ and _ - making _ . For some people, _ are not _ in the home; as _ as they see one _ on the _, the first thought that _ to _ is to _ it at once . But spiders _ us humans by a _ way . And while sometimes _ are tiny _, a _ of _ has _ the _ _ _ ever in a _ of _ _ in Ningcheng _, _ _, _ . The research was _ out by _ Professor Paul _, of the _ of Kansas, with his team . Named _ jurassica, this _ - _ - _ - _ _ is 2 . 5 _ in _ and has a _ _ of almost 9 _ . It is _ the _ _ _ _, and is from the _ _ as Nephilidae, the _ _ - _ _ _ _ . _ to _ _ _ in the _ _, _ _ of _ _, this _ _ was female and shows _ of the golden _ _ . _ in _ _, the golden silk _ _ are well - _ for the _ _ they _ . Females of this family _ the _ _ _ known . " When I first _ it, I _ _ that it was very unique not only because of its _, but also because the preservation was _, " said ChungKun _, study _ - _, and a _ _ at Capital _ _ in _, _ . _ to a _ _: “ This _ finding _ _ that golden _ - _ were being _ and _ _ to _ _ in _ _, and _ by these _ would have _ an _ _ in the _ _ of _ _ . ” | _ jurassica: The biggest _ fossil ever found _ are small _, famous for their _, strength and web - making _ . For some people, _ are not welcome in the home; as soon as they see one _ on the ceiling, the first thought that comes to mind is to _ it at once . But spiders _ us humans by a long way . And while sometimes _ are tiny _, a team of _ has _ the _ _ fossil ever in a _ of _ _ in Ningcheng County, _ _, _ . The research was _ out by _ Professor Paul _, of the University of Kansas, with his team . Named _ jurassica, this 165 - million - year - old fossil is 2 . 5 _ in _ and has a leg _ of almost 9 _ . It is currently the largest known _ _, and is from the family known as Nephilidae, the _ _ - _ _ alive today . According to research _ online in the 20th April, 2011 issue of Biology Letters, this prehistoric _ was female and shows _ of the golden _ _ . _ in warmer _, the golden silk orb _ are well - known for the _ _ they _ . Females of this family _ the _ _ _ known . " When I first saw it, I immediately _ that it was very unique not only because of its size, but also because the preservation was excellent, " said ChungKun _, study co - author, and a _ _ at Capital _ University in _, _ . According to a _ _: “ This fossil finding _ _ that golden _ - _ were being _ and capturing _ to large _ in Jurassic times, and _ by these _ would have played an important _ in the natural selection of _ _ . ” | _ jurassica: The biggest _ fossil ever found Spiders are small _, famous for their _, strength and web - making abilities . For some people, _ are not welcome in the home; as soon as they see one _ on the ceiling, the first thought that comes to mind is to _ it at once . But spiders _ us humans by a long way . And while sometimes _ are tiny _, a team of scientists has discovered the largest _ fossil ever in a layer of _ ash in Ningcheng County, Inner _, China . The research was carried out by _ Professor Paul _, of the University of Kansas, with his team . Named _ jurassica, this 165 - million - year - old fossil is 2 . 5 cm in length and has a leg _ of almost 9 cm . It is currently the largest known _ _, and is from the family known as Nephilidae, the largest web - weaving _ alive today . According to research published online in the 20th April, 2011 issue of Biology Letters, this prehistoric spider was female and shows _ of the golden _ _ . _ in warmer regions, the golden silk orb _ are well - known for the fabulous _ they _ . Females of this family _ the largest orb _ known . " When I first saw it, I immediately realized that it was very unique not only because of its size, but also because the preservation was excellent, " said ChungKun _, study co - author, and a visiting professor at Capital Normal University in _, China . According to a press release: “ This fossil finding provides evidence that golden _ - _ were being woven and capturing medium to large _ in Jurassic times, and _ by these _ would have played an important role in the natural selection of _ insects . ” | _ jurassica: The biggest spider fossil ever found Spiders are small _, famous for their _, strength and web - making abilities . For some people, spiders are not welcome in the home; as soon as they see one crawling on the ceiling, the first thought that comes to mind is to swat it at once . But spiders _ us humans by a long way . And while sometimes spiders are tiny creatures, a team of scientists has discovered the largest spider fossil ever in a layer of volcanic ash in Ningcheng County, Inner _, China . The research was carried out by Paleontologist Professor Paul _, of the University of Kansas, with his team . Named _ jurassica, this 165 - million - year - old fossil is 2 . 5 cm in length and has a leg span of almost 9 cm . It is currently the largest known fossilized spider, and is from the family known as Nephilidae, the largest web - weaving spiders alive today . According to research published online in the 20th April, 2011 issue of Biology Letters, this prehistoric spider was female and shows characteristics of the golden orb _ . Widespread in warmer regions, the golden silk orb _ are well - known for the fabulous webs they _ . Females of this family _ the largest orb _ known . " When I first saw it, I immediately realized that it was very unique not only because of its size, but also because the preservation was excellent, " said ChungKun _, study co - author, and a visiting professor at Capital Normal University in Beijing, China . According to a press release: “ This fossil finding provides evidence that golden _ - _ were being woven and capturing medium to large insects in Jurassic times, and _ by these spiders would have played an important role in the natural selection of _ insects . ” | _ jurassica: The biggest spider fossil ever found Spiders are small _, famous for their elasticity, strength and web - making abilities . For some people, spiders are not welcome in the home; as soon as they see one crawling on the ceiling, the first thought that comes to mind is to swat it at once . But spiders predate us humans by a long way . And while sometimes spiders are tiny creatures, a team of scientists has discovered the largest spider fossil ever in a layer of volcanic ash in Ningcheng County, Inner Mongolia, China . The research was carried out by Paleontologist Professor Paul _, of the University of Kansas, with his team . Named _ jurassica, this 165 - million - year - old fossil is 2 . 5 cm in length and has a leg span of almost 9 cm . It is currently the largest known fossilized spider, and is from the family known as Nephilidae, the largest web - weaving spiders alive today . According to research published online in the 20th April, 2011 issue of Biology Letters, this prehistoric spider was female and shows characteristics of the golden orb weaver . Widespread in warmer regions, the golden silk orb weavers are well - known for the fabulous webs they weave . Females of this family weave the largest orb webs known . " When I first saw it, I immediately realized that it was very unique not only because of its size, but also because the preservation was excellent, " said ChungKun Shih, study co - author, and a visiting professor at Capital Normal University in Beijing, China . According to a press release: “ This fossil finding provides evidence that golden orb - webs were being woven and capturing medium to large insects in Jurassic times, and _ by these spiders would have played an important role in the natural selection of _ insects . ” | _ jurassica: The biggest spider fossil ever found Spiders are small arthropods, famous for their elasticity, strength and web - making abilities . For some people, spiders are not welcome in the home; as soon as they see one crawling on the ceiling, the first thought that comes to mind is to swat it at once . But spiders predate us humans by a long way . And while sometimes spiders are tiny creatures, a team of scientists has discovered the largest spider fossil ever in a layer of volcanic ash in Ningcheng County, Inner Mongolia, China . The research was carried out by Paleontologist Professor Paul Selden, of the University of Kansas, with his team . Named _ jurassica, this 165 - million - year - old fossil is 2 . 5 cm in length and has a leg span of almost 9 cm . It is currently the largest known fossilized spider, and is from the family known as Nephilidae, the largest web - weaving spiders alive today . According to research published online in the 20th April, 2011 issue of Biology Letters, this prehistoric spider was female and shows characteristics of the golden orb weaver . Widespread in warmer regions, the golden silk orb weavers are well - known for the fabulous webs they weave . Females of this family weave the largest orb webs known . " When I first saw it, I immediately realized that it was very unique not only because of its size, but also because the preservation was excellent, " said ChungKun Shih, study co - author, and a visiting professor at Capital Normal University in Beijing, China . According to a press release: “ This fossil finding provides evidence that golden orb - webs were being woven and capturing medium to large insects in Jurassic times, and predation by these spiders would have played an important role in the natural selection of contemporaneous insects . ” | Nephila jurassica: The biggest spider fossil ever found Spiders are small arthropods, famous for their elasticity, strength and web - making abilities . For some people, spiders are not welcome in the home; as soon as they see one crawling on the ceiling, the first thought that comes to mind is to swat it at once . But spiders predate us humans by a long way . And while sometimes spiders are tiny creatures, a team of scientists has discovered the largest spider fossil ever in a layer of volcanic ash in Ningcheng County, Inner Mongolia, China . The research was carried out by Paleontologist Professor Paul Selden, of the University of Kansas, with his team . Named Nephila jurassica, this 165 - million - year - old fossil is 2 . 5 cm in length and has a leg span of almost 9 cm . It is currently the largest known fossilized spider, and is from the family known as Nephilidae, the largest web - weaving spiders alive today . According to research published online in the 20th April, 2011 issue of Biology Letters, this prehistoric spider was female and shows characteristics of the golden orb weaver . Widespread in warmer regions, the golden silk orb weavers are well - known for the fabulous webs they weave . Females of this family weave the largest orb webs known . " When I first saw it, I immediately realized that it was very unique not only because of its size, but also because the preservation was excellent, " said ChungKun Shih, study co - author, and a visiting professor at Capital Normal University in Beijing, China . According to a press release: “ This fossil finding provides evidence that golden orb - webs were being woven and capturing medium to large insects in Jurassic times, and predation by these spiders would have played an important role in the natural selection of contemporaneous insects . ” |
A fossilised little finger discovered in a cave in the mountains of southern Siberia belonged to a young girl from an unknown group of archaic humans, scientists say.
The missing human relatives are thought to have inhabited much of Asia as recently as 30,000 years ago, and so shared the land with early modern humans and Neanderthals.
The finding paints a complex picture of human history in which our early ancestors left Africa 70,000 years ago to rub shoulders with other distant relatives in addition to the stocky, barrel-chested Neanderthals.
The new ancestors have been named “Denisovans” after the Denisova cave in the Altai mountains of southern Siberia where the finger bone was unearthed in 2008.
A “Denis” is thus a member of an archaic human subspecies. | _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ . The missing _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _, _ so _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ - _ _ . _ _ _ _ _ _ “ _ ” _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . A “ _ ” _ _ _ _ _ _ _ _ _. | _ _ _ _ _ _ _ _ _ the _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ . The missing _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _, _ so _ the _ _ _ _ _ _ _ . The finding _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ other _ _ _ _ _ the _, _ - _ _ . The new _ _ _ _ “ _ ” _ the _ _ _ the _ _ _ _ _ _ the _ _ _ _ _ _ . A “ Denis ” _ _ _ _ _ _ _ _ _. | A _ little _ _ in a _ in the _ of _ _ _ to a _ _ from _ _ _ of _ _, _ _ . The missing _ _ are _ to _ _ _ of _ as _ as _, _ _ _, and so _ the _ with _ _ _ and _ . The finding _ a _ _ of _ _ in _ our early _ _ _ _, _ _ _ to _ _ with other _ _ in _ to the _, _ - _ _ . The new _ _ _ _ “ _ ” _ the _ _ in the _ _ of _ _ _ the finger _ was _ in _ . A “ Denis ” is _ a _ of an _ human _. | A _ little finger _ in a _ in the _ of _ _ _ to a _ girl from an _ _ of _ _, _ say . The missing human relatives are _ to have _ much of _ as _ as 30, 000 _ _, and so _ the land with early _ _ and _ . The finding _ a _ _ of human history in which our early _ _ _ 70, 000 _ _ to _ _ with other _ _ in _ to the _, _ - _ _ . The new ancestors have been _ “ _ ” after the _ cave in the _ _ of _ _ where the finger _ was _ in _ . A “ Denis ” is thus a _ of an _ human _. | A _ little finger _ in a _ in the _ of southern _ _ to a young girl from an _ group of _ humans, _ say . The missing human relatives are thought to have _ much of Asia as recently as 30, 000 years ago, and so _ the land with early _ _ and _ . The finding _ a complex _ of human history in which our early _ left Africa 70, 000 years ago to _ _ with other _ _ in addition to the _, _ - _ _ . The new ancestors have been _ “ _ ” after the _ cave in the _ mountains of southern _ where the finger _ was _ in 2008 . A “ Denis ” is thus a member of an _ human subspecies. | A _ little finger discovered in a _ in the mountains of southern Siberia _ to a young girl from an unknown group of archaic humans, scientists say . The missing human relatives are thought to have _ much of Asia as recently as 30, 000 years ago, and so shared the land with early modern humans and _ . The finding paints a complex picture of human history in which our early _ left Africa 70, 000 years ago to _ shoulders with other distant relatives in addition to the _, barrel - _ _ . The new ancestors have been named “ _ ” after the _ cave in the _ mountains of southern _ where the finger bone was _ in 2008 . A “ Denis ” is thus a member of an archaic human subspecies. | A _ little finger discovered in a cave in the mountains of southern Siberia belonged to a young girl from an unknown group of archaic humans, scientists say . The missing human relatives are thought to have _ much of Asia as recently as 30, 000 years ago, and so shared the land with early modern humans and _ . The finding paints a complex picture of human history in which our early ancestors left Africa 70, 000 years ago to rub shoulders with other distant relatives in addition to the _, barrel - _ _ . The new ancestors have been named “ Denisovans ” after the _ cave in the _ mountains of southern Siberia where the finger bone was _ in 2008 . A “ Denis ” is thus a member of an archaic human subspecies. | A fossilised little finger discovered in a cave in the mountains of southern Siberia belonged to a young girl from an unknown group of archaic humans, scientists say . The missing human relatives are thought to have inhabited much of Asia as recently as 30, 000 years ago, and so shared the land with early modern humans and _ . The finding paints a complex picture of human history in which our early ancestors left Africa 70, 000 years ago to rub shoulders with other distant relatives in addition to the _, barrel - _ _ . The new ancestors have been named “ Denisovans ” after the _ cave in the _ mountains of southern Siberia where the finger bone was unearthed in 2008 . A “ Denis ” is thus a member of an archaic human subspecies. | A fossilised little finger discovered in a cave in the mountains of southern Siberia belonged to a young girl from an unknown group of archaic humans, scientists say . The missing human relatives are thought to have inhabited much of Asia as recently as 30, 000 years ago, and so shared the land with early modern humans and Neanderthals . The finding paints a complex picture of human history in which our early ancestors left Africa 70, 000 years ago to rub shoulders with other distant relatives in addition to the stocky, barrel - chested Neanderthals . The new ancestors have been named “ Denisovans ” after the _ cave in the Altai mountains of southern Siberia where the finger bone was unearthed in 2008 . A “ Denis ” is thus a member of an archaic human subspecies. | A fossilised little finger discovered in a cave in the mountains of southern Siberia belonged to a young girl from an unknown group of archaic humans, scientists say . The missing human relatives are thought to have inhabited much of Asia as recently as 30, 000 years ago, and so shared the land with early modern humans and Neanderthals . The finding paints a complex picture of human history in which our early ancestors left Africa 70, 000 years ago to rub shoulders with other distant relatives in addition to the stocky, barrel - chested Neanderthals . The new ancestors have been named “ Denisovans ” after the Denisova cave in the Altai mountains of southern Siberia where the finger bone was unearthed in 2008 . A “ Denis ” is thus a member of an archaic human subspecies. |
Tips to Facilitate Workshops Effectively
Facilitators play a very important role in the creation of a respectful, positive learning environment during a workshop. Here you will find some tips to facilitate workshops effectively.
- Make sure everybody has a chance to participate. For example, through small group activities or direct questions to different participants. Help the group to avoid long discussions between two people who may isolate the rest of the/other participants. Promote the importance of sharing the space and listening to different voices and opinions.
- Be prepared to make adjustments to the agenda – sometimes you have to cross out activities, but the most important thing is to achieve the general goals of the workshop.
- Make every possible thing to have all the logistics ready beforehand to then be able to focus on the workshop’s agenda.
- Pay attention to the group’s energy and motivation – Plan activities where everyone is able to participate and to stay active and engaged.
- Provide space for the participants to be able to share their own experiences and knowledge. Remember that each one of us has a lot to learn and a lot to teach.
- Relax and have fun! Be a part of the process – You are learning, too, so you don’t have to know it all nor do everything perfect.
- Be prepared for difficult questions. Get familiarized with the topic, know the content of the workshop but remember you don’t have to know all the answers! You can ask other participants what they know about the topic, or you can find out the answers later and share them with the participants after the workshop.
- Focus on giving general information – Avoid answering questions about specific cases. Usually, this can change the direction of the conversation and might be considered as providing legal advice without a license to do so.
- Your work as facilitator is to help the group learn together, not necessarily to present all the information and be the “expert” in the topic.
- Try to be as clear as possible – especially when you are giving the exercises’ instructions. Work as a team with the other facilitators during the whole workshop. | _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ . - _ _ _ _ _ _ _ _ . _ _, _ _ _ _ or _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ the / _ _ . _ _ _ _ _ the _ _ _ _ _ _ _ _ . - _ _ _ _ _ _ _ _ – _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ _ . - Make _ _ thing to _ _ _ _ _ _ to _ _ _ _ _ _ _ _ ’ _ _ . - _ _ _ _ _ ’ _ _ _ _ – Plan _ _ _ _ _ _ _ _ _ _ _ _ _ . - _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . - _ _ _ _! _ _ _ _ _ _ – You _ _, _, _ _ _ ’ _ _ _ _ _ _ _ _ _ _ . - _ _ _ _ _ . _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ ’ _ _ _ _ _ _ _! _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ the _ _ _ _ . - _ _ _ _ _ – _ _ _ _ _ _ . _, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . - _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ “ _ ” _ _ _ . - _ _ _ _ _ _ _ – _ _ _ _ _ the _ ’ _ . _ _ _ _ _ _ _ _ _ _ _ _. | _ to _ _ _ _ _ _ _ _ _ _ the _ _ _ _, _ _ _ _ a _ . _ _ _ _ _ _ to _ _ _ . - _ _ _ _ _ _ _ _ . _ _, through _ _ _ or _ _ to _ _ . _ the _ _ _ _ _ _ _ _ _ _ _ the _ _ the / _ _ . _ the _ _ _ the _ and _ to _ _ _ _ . - _ _ _ _ _ _ the _ – _ _ _ _ cross _ _, _ the _ _ _ _ _ _ the _ _ _ the _ . - Make _ _ thing to _ _ the _ _ _ to _ _ _ _ _ _ the _ ’ _ _ . - _ _ _ the _ ’ s _ _ _ – Plan _ _ _ _ _ _ _ _ to _ _ _ _ . - _ _ _ the _ _ _ _ _ _ _ _ _ _ _ . _ that _ _ _ _ _ _ _ _ _ and _ _ _ _ . - _ and _ _! _ _ _ _ the _ – You _ _, _, _ _ _ ’ _ _ _ _ _ all _ do _ perfect . - Be _ _ _ _ . _ _ _ the _, _ the _ _ the _ but _ _ _ ’ _ _ _ _ _ the _! _ _ _ other _ _ _ _ _ the _, _ _ _ _ _ the _ _ _ _ _ _ the _ _ the _ . - _ _ _ _ _ – _ _ _ _ _ _ . _, this _ _ the _ _ the _ and _ _ _ _ _ _ _ _ _ _ _ _ _ . - Your work _ _ _ _ _ the _ _ _, _ _ _ _ _ the _ and be the “ _ ” in the _ . - _ _ _ _ _ _ _ – _ _ _ _ _ the _ ’ _ . _ _ _ _ _ the _ _ _ the _ _. | _ to _ _ _ _ _ a _ _ _ in the _ of a _, _ _ _ during a _ . _ you will _ some tips to _ workshops _ . - _ _ _ _ a _ to _ . For _, through _ _ _ or _ questions to different _ . Help the _ to _ long _ _ _ people who _ _ the rest of the / other _ . _ the _ of _ the space and _ to _ _ and _ . - Be _ to _ _ to the _ – _ you have to cross out activities, _ the _ _ _ is to _ the _ _ of the workshop . - Make _ _ thing to have _ the _ _ _ to then be _ to _ on the workshop ’ s _ . - _ _ to the _ ’ s energy and _ – Plan _ _ _ is _ to _ and to _ _ and _ . - _ _ for the _ to be _ to _ _ _ _ and _ . _ that _ _ of _ _ a _ to _ and a _ to _ . - _ and _ _! Be a _ of the _ – You are _, too, so you _ ’ _ have to know it all nor do everything perfect . - Be _ for _ _ . Get _ with the _, know the _ of the workshop but _ you _ ’ _ have to _ _ the _! You _ _ other _ _ _ _ _ the _, or you _ _ _ the _ later and _ _ with the _ after the _ . - _ on _ general _ – _ _ _ _ _ _ . Usually, this can _ the _ of the _ and _ be _ as _ _ _ _ a _ to _ _ . - Your work as _ is to _ the group learn together, _ _ to present _ the _ and be the “ _ ” in the topic . - _ to be as _ as _ – _ _ you are _ the exercises ’ _ . Work as a _ with the other _ during the whole _. | _ to _ _ _ _ _ a very _ _ in the _ of a _, positive _ _ during a _ . Here you will find some tips to _ workshops effectively . - Make _ _ has a _ to _ . For _, through small _ activities or direct questions to different _ . Help the group to _ long _ _ two people who may _ the rest of the / other _ . _ the _ of _ the space and _ to different _ and opinions . - Be _ to make _ to the agenda – _ you have to cross out activities, but the most _ thing is to _ the general _ of the workshop . - Make every possible thing to have all the logistics ready _ to then be _ to focus on the workshop ’ s agenda . - _ _ to the group ’ s energy and _ – Plan activities where _ is able to _ and to stay _ and engaged . - _ space for the _ to be _ to _ their own _ and _ . _ that each one of us has a _ to _ and a _ to teach . - _ and have _! Be a _ of the process – You are _, too, so you _ ’ _ have to know it all nor do everything perfect . - Be _ for difficult questions . Get _ with the _, know the content of the workshop but remember you _ ’ _ have to know all the _! You can _ other _ what they know about the _, or you can find out the _ later and _ them with the _ after the workshop . - _ on giving general information – _ _ _ about _ cases . Usually, this can _ the _ of the conversation and might be considered as _ legal _ without a _ to do so . - Your work as _ is to _ the group learn together, not necessarily to present all the information and be the “ expert ” in the topic . - _ to be as clear as _ – _ when you are giving the exercises ’ _ . Work as a team with the other _ during the whole _. | _ to _ _ Effectively _ play a very important _ in the _ of a _, positive _ _ during a _ . Here you will find some tips to facilitate workshops effectively . - Make sure everybody has a chance to participate . For example, through small group activities or direct questions to different participants . Help the group to avoid long discussions between two people who may _ the rest of the / other participants . _ the importance of _ the space and _ to different _ and opinions . - Be prepared to make _ to the agenda – sometimes you have to cross out activities, but the most important thing is to achieve the general goals of the workshop . - Make every possible thing to have all the logistics ready _ to then be able to focus on the workshop ’ s agenda . - Pay _ to the group ’ s energy and motivation – Plan activities where everyone is able to _ and to stay active and engaged . - _ space for the _ to be able to share their own _ and knowledge . Remember that each one of us has a lot to learn and a lot to teach . - _ and have fun! Be a part of the process – You are learning, too, so you _ ’ t have to know it all nor do everything perfect . - Be _ for difficult questions . Get _ with the topic, know the content of the workshop but remember you _ ’ t have to know all the answers! You can ask other _ what they know about the topic, or you can find out the _ later and share them with the _ after the workshop . - _ on giving general information – _ _ _ about specific cases . Usually, this can change the direction of the conversation and might be considered as providing legal advice without a license to do so . - Your work as _ is to help the group learn together, not necessarily to present all the information and be the “ expert ” in the topic . - Try to be as clear as possible – especially when you are giving the exercises ’ _ . Work as a team with the other _ during the whole workshop. | Tips to _ Workshops Effectively _ play a very important role in the creation of a respectful, positive learning environment during a _ . Here you will find some tips to facilitate workshops effectively . - Make sure everybody has a chance to participate . For example, through small group activities or direct questions to different participants . Help the group to avoid long discussions between two people who may _ the rest of the / other participants . Promote the importance of sharing the space and listening to different voices and opinions . - Be prepared to make adjustments to the agenda – sometimes you have to cross out activities, but the most important thing is to achieve the general goals of the workshop . - Make every possible thing to have all the logistics ready _ to then be able to focus on the workshop ’ s agenda . - Pay attention to the group ’ s energy and motivation – Plan activities where everyone is able to participate and to stay active and engaged . - Provide space for the participants to be able to share their own experiences and knowledge . Remember that each one of us has a lot to learn and a lot to teach . - _ and have fun! Be a part of the process – You are learning, too, so you don ’ t have to know it all nor do everything perfect . - Be prepared for difficult questions . Get _ with the topic, know the content of the workshop but remember you don ’ t have to know all the answers! You can ask other _ what they know about the topic, or you can find out the answers later and share them with the participants after the workshop . - Focus on giving general information – Avoid answering questions about specific cases . Usually, this can change the direction of the conversation and might be considered as providing legal advice without a license to do so . - Your work as _ is to help the group learn together, not necessarily to present all the information and be the “ expert ” in the topic . - Try to be as clear as possible – especially when you are giving the exercises ’ instructions . Work as a team with the other _ during the whole workshop. | Tips to Facilitate Workshops Effectively _ play a very important role in the creation of a respectful, positive learning environment during a workshop . Here you will find some tips to facilitate workshops effectively . - Make sure everybody has a chance to participate . For example, through small group activities or direct questions to different participants . Help the group to avoid long discussions between two people who may _ the rest of the / other participants . Promote the importance of sharing the space and listening to different voices and opinions . - Be prepared to make adjustments to the agenda – sometimes you have to cross out activities, but the most important thing is to achieve the general goals of the workshop . - Make every possible thing to have all the logistics ready beforehand to then be able to focus on the workshop ’ s agenda . - Pay attention to the group ’ s energy and motivation – Plan activities where everyone is able to participate and to stay active and engaged . - Provide space for the participants to be able to share their own experiences and knowledge . Remember that each one of us has a lot to learn and a lot to teach . - Relax and have fun! Be a part of the process – You are learning, too, so you don ’ t have to know it all nor do everything perfect . - Be prepared for difficult questions . Get _ with the topic, know the content of the workshop but remember you don ’ t have to know all the answers! You can ask other participants what they know about the topic, or you can find out the answers later and share them with the participants after the workshop . - Focus on giving general information – Avoid answering questions about specific cases . Usually, this can change the direction of the conversation and might be considered as providing legal advice without a license to do so . - Your work as _ is to help the group learn together, not necessarily to present all the information and be the “ expert ” in the topic . - Try to be as clear as possible – especially when you are giving the exercises ’ instructions . Work as a team with the other _ during the whole workshop. | Tips to Facilitate Workshops Effectively _ play a very important role in the creation of a respectful, positive learning environment during a workshop . Here you will find some tips to facilitate workshops effectively . - Make sure everybody has a chance to participate . For example, through small group activities or direct questions to different participants . Help the group to avoid long discussions between two people who may isolate the rest of the / other participants . Promote the importance of sharing the space and listening to different voices and opinions . - Be prepared to make adjustments to the agenda – sometimes you have to cross out activities, but the most important thing is to achieve the general goals of the workshop . - Make every possible thing to have all the logistics ready beforehand to then be able to focus on the workshop ’ s agenda . - Pay attention to the group ’ s energy and motivation – Plan activities where everyone is able to participate and to stay active and engaged . - Provide space for the participants to be able to share their own experiences and knowledge . Remember that each one of us has a lot to learn and a lot to teach . - Relax and have fun! Be a part of the process – You are learning, too, so you don ’ t have to know it all nor do everything perfect . - Be prepared for difficult questions . Get familiarized with the topic, know the content of the workshop but remember you don ’ t have to know all the answers! You can ask other participants what they know about the topic, or you can find out the answers later and share them with the participants after the workshop . - Focus on giving general information – Avoid answering questions about specific cases . Usually, this can change the direction of the conversation and might be considered as providing legal advice without a license to do so . - Your work as _ is to help the group learn together, not necessarily to present all the information and be the “ expert ” in the topic . - Try to be as clear as possible – especially when you are giving the exercises ’ instructions . Work as a team with the other _ during the whole workshop. | Tips to Facilitate Workshops Effectively Facilitators play a very important role in the creation of a respectful, positive learning environment during a workshop . Here you will find some tips to facilitate workshops effectively . - Make sure everybody has a chance to participate . For example, through small group activities or direct questions to different participants . Help the group to avoid long discussions between two people who may isolate the rest of the / other participants . Promote the importance of sharing the space and listening to different voices and opinions . - Be prepared to make adjustments to the agenda – sometimes you have to cross out activities, but the most important thing is to achieve the general goals of the workshop . - Make every possible thing to have all the logistics ready beforehand to then be able to focus on the workshop ’ s agenda . - Pay attention to the group ’ s energy and motivation – Plan activities where everyone is able to participate and to stay active and engaged . - Provide space for the participants to be able to share their own experiences and knowledge . Remember that each one of us has a lot to learn and a lot to teach . - Relax and have fun! Be a part of the process – You are learning, too, so you don ’ t have to know it all nor do everything perfect . - Be prepared for difficult questions . Get familiarized with the topic, know the content of the workshop but remember you don ’ t have to know all the answers! You can ask other participants what they know about the topic, or you can find out the answers later and share them with the participants after the workshop . - Focus on giving general information – Avoid answering questions about specific cases . Usually, this can change the direction of the conversation and might be considered as providing legal advice without a license to do so . - Your work as facilitator is to help the group learn together, not necessarily to present all the information and be the “ expert ” in the topic . - Try to be as clear as possible – especially when you are giving the exercises ’ instructions . Work as a team with the other facilitators during the whole workshop. | Tips to Facilitate Workshops Effectively Facilitators play a very important role in the creation of a respectful, positive learning environment during a workshop . Here you will find some tips to facilitate workshops effectively . - Make sure everybody has a chance to participate . For example, through small group activities or direct questions to different participants . Help the group to avoid long discussions between two people who may isolate the rest of the / other participants . Promote the importance of sharing the space and listening to different voices and opinions . - Be prepared to make adjustments to the agenda – sometimes you have to cross out activities, but the most important thing is to achieve the general goals of the workshop . - Make every possible thing to have all the logistics ready beforehand to then be able to focus on the workshop ’ s agenda . - Pay attention to the group ’ s energy and motivation – Plan activities where everyone is able to participate and to stay active and engaged . - Provide space for the participants to be able to share their own experiences and knowledge . Remember that each one of us has a lot to learn and a lot to teach . - Relax and have fun! Be a part of the process – You are learning, too, so you don ’ t have to know it all nor do everything perfect . - Be prepared for difficult questions . Get familiarized with the topic, know the content of the workshop but remember you don ’ t have to know all the answers! You can ask other participants what they know about the topic, or you can find out the answers later and share them with the participants after the workshop . - Focus on giving general information – Avoid answering questions about specific cases . Usually, this can change the direction of the conversation and might be considered as providing legal advice without a license to do so . - Your work as facilitator is to help the group learn together, not necessarily to present all the information and be the “ expert ” in the topic . - Try to be as clear as possible – especially when you are giving the exercises ’ instructions . Work as a team with the other facilitators during the whole workshop. |
A new tool to identify the calls of bat species could help conservation efforts.
Because bats are nocturnal and difficult to observe or catch, the most effective way to study them is to monitor their echolocation calls. These sounds are emitted in order to hear the echo bouncing back from surfaces around the bats, allowing them to navigate, hunt and communicate.
Many different measurements can be taken from each call, such as its minimum and maximum frequency, or how quickly the frequency changes during the call, and these measurements are used to help identify the species of bat.
However, a paper by an international team of researchers, published in the Journal of Applied Ecology, asserts that poor standardisation of acoustic monitoring limits scientists’ ability to collate data.
Kate Jones, chairwoman of the UK-based Bat Conservation Trust
told the BBC that “without using the same identification methods everywhere, we cannot form reliable conclusions about how bat populations are doing and whether their distribution is changing.
"Because many bats migrate between different European countries, we need to monitor bats at a European - as well as country - scale.”
The team selected 1,350 calls from 34 different European bat species from EchoBank, a global echolocation library containing more than 200,000 bat call recordings. This raw data has allowed them to develop the identification tool, iBatsID
, which can identify 34 out of 45 species of bats.
This free online tool works anywhere in Europe, and its creators claim can identify most species correctly more than 80% of the time.
There are 18 species of bat residing in the UK, including the common pipistrelle and greater horseshoe bat.
Monitoring bats is vital not just to this species, but also to the whole ecosystem. Bats are extremely sensitive to changes in their environment, so if bat populations are declining, it can be an indication that other species might be affected in the future. | _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ _, _ _ _ . _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ the _ _ _ . _, _ _ _ _ _ _ _ _, _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ ’ _ _ _ _ . _ _, _ _ _ _ - _ _ _ _ _ _ _ _ “ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . " _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ - _ _ _ country - _ . ” _ _ _ _, _ _ _ _ _ _ _ _ _ EchoBank, _ _ _ _ _ _ _ _, _ _ _ _ . _ _ _ _ _ _ _ _ the _ _, iBatsID, _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _, _ _ _ _ can _ _ _ _ _ _ _% _ _ _ . _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _, _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ _. | _ _ _ _ _ the calls _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _, the _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ the _ _ _ _ _ _ the _, _ _ _ _, _ _ _ . _ _ _ _ _ _ from _ _, _ _ _ _ and _ _, _ _ _ the _ _ _ the _, _ _ _ _ _ _ _ _ the _ _ _ . _, _ _ _ _ _ _ _ _, _ _ the _ _ _ _, _ _ _ _ of _ _ _ _ ’ _ _ _ _ . _ _, _ _ the _ - _ _ _ _ _ the _ _ “ _ _ the _ _ _ _, _ _ form _ _ _ _ _ _ _ doing and _ _ _ _ _ . " _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ - _ _ _ country - _ . ” The _ _ _, _ _ _ _ _ _ _ _ _ EchoBank, _ _ _ _ _ _ _ _, _ _ _ _ . _ _ _ _ _ _ _ _ the _ _, iBatsID, _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _, and _ _ _ can _ most _ _ _ _ _% _ the _ . _ _ _ _ _ _ _ _ the _, _ the _ _ _ _ _ _ . _ _ _ _ _ just to this _, _ _ _ the _ _ . _ _ _ _ _ _ _ _ _, _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ the _. | A new _ to _ the calls of _ _ could _ _ _ . _ _ _ _ and _ to _ or _, the _ _ _ to study _ is to _ _ _ _ . _ _ are _ in _ to _ the _ _ back from _ _ the _, _ _ to _, _ and _ . _ _ _ _ be _ from _ _, _ as its _ and _ _, or _ _ the _ _ _ the _, and _ _ are _ to _ _ the _ of _ . _, a _ _ _ _ _ of _, _ in the _ of _ _, _ that poor _ of _ _ _ _ ’ _ to _ _ . _ _, _ of the _ - _ _ _ _ _ the _ that “ _ _ the _ _ _ _, we _ form _ _ _ _ _ _ _ doing and _ _ _ is _ . " _ _ _ _ between _ _ _, _ _ to _ _ at a _ - as _ as country - _ . ” The _ _ _, _ _ from _ _ _ _ _ from EchoBank, a _ _ _ _ _ _ _, _ _ _ _ . This _ _ _ _ them to _ the _ _, iBatsID, _ _ _ _ _ of _ _ of _ . This _ _ _ _ anywhere in _, and _ _ claim can _ most _ _ _ _ _% of the time . _ are _ _ of _ _ in the UK, _ the _ _ and _ _ _ . _ bats is _ _ just to this _, _ _ to the whole _ . _ _ _ _ to _ in _ _, so _ _ _ are _, it can be _ _ that other _ _ be _ in the _. | A new _ to _ the calls of bat _ could help _ _ . Because _ are _ and _ to _ or catch, the most _ way to study them is to _ their _ _ . These _ are _ in _ to hear the _ _ back from surfaces around the _, _ them to _, _ and _ . Many _ _ can be _ from each call, _ as its _ and _ _, or how quickly the _ _ _ the _, and these _ are _ to _ _ the _ of _ . _, a _ by an _ team of _, _ in the _ of _ _, _ that poor _ of acoustic monitoring _ scientists ’ _ to _ _ . _ Jones, _ of the _ - _ _ _ Trust _ the _ that “ without _ the same identification _ everywhere, we _ form _ _ about how _ _ are doing and whether their _ is _ . " Because many _ _ between _ _ _, we need to _ _ at a European - as well as country - scale . ” The team selected 1, _ _ from 34 different _ _ _ from EchoBank, a _ _ library _ more than _, 000 _ call _ . This _ _ has _ them to _ the _ _, iBatsID, which can _ 34 out of _ _ of _ . This free online _ _ anywhere in _, and its _ claim can _ most species correctly more than _% of the time . There are 18 _ of _ _ in the UK, _ the _ _ and greater _ _ . _ bats is _ not just to this _, but also to the whole _ . _ are _ _ to _ in their _, so if _ _ are _, it can be an _ that other _ might be _ in the _. | A new tool to identify the calls of bat species could help _ _ . Because bats are _ and difficult to observe or catch, the most effective way to study them is to monitor their _ calls . These sounds are _ in order to hear the echo _ back from surfaces around the bats, _ them to _, hunt and communicate . Many different _ can be taken from each call, such as its _ and _ _, or how quickly the _ changes during the call, and these _ are used to help _ the _ of bat . However, a paper by an international team of _, _ in the _ of Applied _, _ that poor _ of acoustic monitoring _ scientists ’ _ to _ data . Kate Jones, _ of the UK - based _ _ Trust told the _ that “ without using the same identification methods everywhere, we _ form reliable _ about how bat _ are doing and whether their distribution is changing . " Because many _ _ between different _ countries, we need to monitor bats at a European - as well as country - scale . ” The team selected 1, _ calls from 34 different European _ _ from EchoBank, a global _ library _ more than _, 000 _ call _ . This raw data has allowed them to _ the identification tool, iBatsID, which can _ 34 out of 45 _ of _ . This free online tool works anywhere in Europe, and its creators claim can _ most species correctly more than _% of the time . There are 18 _ of _ residing in the UK, including the common _ and greater _ _ . Monitoring bats is vital not just to this species, but also to the whole _ . _ are extremely _ to _ in their _, so if _ _ are _, it can be an _ that other _ might be affected in the future. | A new tool to identify the calls of bat species could help conservation efforts . Because bats are _ and difficult to observe or catch, the most effective way to study them is to monitor their _ calls . These sounds are _ in order to hear the echo _ back from surfaces around the bats, allowing them to navigate, hunt and communicate . Many different _ can be taken from each call, such as its minimum and maximum _, or how quickly the frequency changes during the call, and these _ are used to help identify the species of bat . However, a paper by an international team of researchers, published in the Journal of Applied _, asserts that poor _ of acoustic monitoring limits scientists ’ ability to _ data . Kate Jones, _ of the UK - based Bat Conservation Trust told the BBC that “ without using the same identification methods everywhere, we cannot form reliable _ about how bat populations are doing and whether their distribution is changing . " Because many _ _ between different European countries, we need to monitor bats at a European - as well as country - scale . ” The team selected 1, 350 calls from 34 different European _ species from EchoBank, a global _ library containing more than 200, 000 bat call recordings . This raw data has allowed them to develop the identification tool, iBatsID, which can identify 34 out of 45 species of bats . This free online tool works anywhere in Europe, and its creators claim can identify most species correctly more than 80% of the time . There are 18 species of _ residing in the UK, including the common _ and greater _ _ . Monitoring bats is vital not just to this species, but also to the whole _ . _ are extremely _ to changes in their environment, so if bat _ are declining, it can be an _ that other species might be affected in the future. | A new tool to identify the calls of bat species could help conservation efforts . Because bats are _ and difficult to observe or catch, the most effective way to study them is to monitor their _ calls . These sounds are emitted in order to hear the echo bouncing back from surfaces around the bats, allowing them to navigate, hunt and communicate . Many different measurements can be taken from each call, such as its minimum and maximum frequency, or how quickly the frequency changes during the call, and these measurements are used to help identify the species of bat . However, a paper by an international team of researchers, published in the Journal of Applied Ecology, asserts that poor _ of acoustic monitoring limits scientists ’ ability to _ data . Kate Jones, _ of the UK - based Bat Conservation Trust told the BBC that “ without using the same identification methods everywhere, we cannot form reliable conclusions about how bat populations are doing and whether their distribution is changing . " Because many bats migrate between different European countries, we need to monitor bats at a European - as well as country - scale . ” The team selected 1, 350 calls from 34 different European bat species from EchoBank, a global _ library containing more than 200, 000 bat call recordings . This raw data has allowed them to develop the identification tool, iBatsID, which can identify 34 out of 45 species of bats . This free online tool works anywhere in Europe, and its creators claim can identify most species correctly more than 80% of the time . There are 18 species of bat residing in the UK, including the common _ and greater _ bat . Monitoring bats is vital not just to this species, but also to the whole ecosystem . Bats are extremely sensitive to changes in their environment, so if bat populations are declining, it can be an indication that other species might be affected in the future. | A new tool to identify the calls of bat species could help conservation efforts . Because bats are nocturnal and difficult to observe or catch, the most effective way to study them is to monitor their _ calls . These sounds are emitted in order to hear the echo bouncing back from surfaces around the bats, allowing them to navigate, hunt and communicate . Many different measurements can be taken from each call, such as its minimum and maximum frequency, or how quickly the frequency changes during the call, and these measurements are used to help identify the species of bat . However, a paper by an international team of researchers, published in the Journal of Applied Ecology, asserts that poor standardisation of acoustic monitoring limits scientists ’ ability to _ data . Kate Jones, chairwoman of the UK - based Bat Conservation Trust told the BBC that “ without using the same identification methods everywhere, we cannot form reliable conclusions about how bat populations are doing and whether their distribution is changing . " Because many bats migrate between different European countries, we need to monitor bats at a European - as well as country - scale . ” The team selected 1, 350 calls from 34 different European bat species from EchoBank, a global _ library containing more than 200, 000 bat call recordings . This raw data has allowed them to develop the identification tool, iBatsID, which can identify 34 out of 45 species of bats . This free online tool works anywhere in Europe, and its creators claim can identify most species correctly more than 80% of the time . There are 18 species of bat residing in the UK, including the common _ and greater horseshoe bat . Monitoring bats is vital not just to this species, but also to the whole ecosystem . Bats are extremely sensitive to changes in their environment, so if bat populations are declining, it can be an indication that other species might be affected in the future. | A new tool to identify the calls of bat species could help conservation efforts . Because bats are nocturnal and difficult to observe or catch, the most effective way to study them is to monitor their echolocation calls . These sounds are emitted in order to hear the echo bouncing back from surfaces around the bats, allowing them to navigate, hunt and communicate . Many different measurements can be taken from each call, such as its minimum and maximum frequency, or how quickly the frequency changes during the call, and these measurements are used to help identify the species of bat . However, a paper by an international team of researchers, published in the Journal of Applied Ecology, asserts that poor standardisation of acoustic monitoring limits scientists ’ ability to collate data . Kate Jones, chairwoman of the UK - based Bat Conservation Trust told the BBC that “ without using the same identification methods everywhere, we cannot form reliable conclusions about how bat populations are doing and whether their distribution is changing . " Because many bats migrate between different European countries, we need to monitor bats at a European - as well as country - scale . ” The team selected 1, 350 calls from 34 different European bat species from EchoBank, a global echolocation library containing more than 200, 000 bat call recordings . This raw data has allowed them to develop the identification tool, iBatsID, which can identify 34 out of 45 species of bats . This free online tool works anywhere in Europe, and its creators claim can identify most species correctly more than 80% of the time . There are 18 species of bat residing in the UK, including the common _ and greater horseshoe bat . Monitoring bats is vital not just to this species, but also to the whole ecosystem . Bats are extremely sensitive to changes in their environment, so if bat populations are declining, it can be an indication that other species might be affected in the future. | A new tool to identify the calls of bat species could help conservation efforts . Because bats are nocturnal and difficult to observe or catch, the most effective way to study them is to monitor their echolocation calls . These sounds are emitted in order to hear the echo bouncing back from surfaces around the bats, allowing them to navigate, hunt and communicate . Many different measurements can be taken from each call, such as its minimum and maximum frequency, or how quickly the frequency changes during the call, and these measurements are used to help identify the species of bat . However, a paper by an international team of researchers, published in the Journal of Applied Ecology, asserts that poor standardisation of acoustic monitoring limits scientists ’ ability to collate data . Kate Jones, chairwoman of the UK - based Bat Conservation Trust told the BBC that “ without using the same identification methods everywhere, we cannot form reliable conclusions about how bat populations are doing and whether their distribution is changing . " Because many bats migrate between different European countries, we need to monitor bats at a European - as well as country - scale . ” The team selected 1, 350 calls from 34 different European bat species from EchoBank, a global echolocation library containing more than 200, 000 bat call recordings . This raw data has allowed them to develop the identification tool, iBatsID, which can identify 34 out of 45 species of bats . This free online tool works anywhere in Europe, and its creators claim can identify most species correctly more than 80% of the time . There are 18 species of bat residing in the UK, including the common pipistrelle and greater horseshoe bat . Monitoring bats is vital not just to this species, but also to the whole ecosystem . Bats are extremely sensitive to changes in their environment, so if bat populations are declining, it can be an indication that other species might be affected in the future. |
The common name for sedums is Stonecrop. There is a Stonecrop Nursery in eastern New York which was the first garden created by Frank Cabot. Frank created the Garden Conservancy, an organization which strives to preserve some of our exceptional gardens for posterity. Each year it also runs its Open Days Program which opens gardens to the public throughout the country. Frank Cabot went on to create Les Quatre Vents, an outstanding garden at his family home in Quebec.
There are two sedums which most gardeners grow; Sedum acre, a tiny low-growing
groundcover plant with bright yellow flowers. This is being used effectively in the Peace Garden in the plaza between the library and city hall.
The other is Autumn Joy which is in bloom now and will continue to provide color for
months to come. Some references say it requires full sun. Not so! I have it in three locations in my garden. I have several plants growing out of a south-facing wall. But there are tall oaks and maples to the south so that the only time it gets direct sun is in spring before the oaks leaf out. The rest of the year it is dappled light. Another plant is in the east-facing bed on top of my long stone wall where it gets only morning sun. The third plant is in my shrub-perennial border where it gets a bit of sun mid-day. Mine is the ordinary run-of-the-mill Autumn Joy, but there are several cultivars offered in nurseries. Among these are: Crimson, Iceberg, which has white flowers, Autumn Fire and Chocolate Drop, growing only eight inches tall with brown leaves and pink flowers.
There are two native sedums: Roseroot, Sedum rosa and Wild Stonecrop, Sedum ternatum. A third Wild Live-forever, Sedum teliphiodes, grows on cliffs and rocks in Pennsylvania and southward. | _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ Days _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _; _ _, _ _ _ - _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ . _ _! _ _ _ _ _ _ _ _ _ . I have _ _ _ _ _ a _ - _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ is _ _ . _ _ _ _ _ _ - _ _ _ _ _ my _ _ _ _ _ _ _ _ _ . _ _ _ _ _ my _ - _ _ _ _ _ _ _ _ _ _ - _ . _ _ the _ _ - _ - _ - _ _ _, _ _ _ _ _ _ _ _ . _ _ _: _, _, _ _ _ _, _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _: Roseroot, _ _ _ _ _, _ ternatum . _ _ _ _ - forever, _ teliphiodes, _ _ _ _ _ _ _ _ _. | The _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ the _ _ _ _ _ _ . _ _ the _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ Days _ _ _ _ _ the _ _ the _ . _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _; _ _, _ _ _ - _ _ _ _ _ _ _ . This _ _ _ _ in the _ _ in the _ _ the _ _ _ _ . The other _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ sun . _ so! _ have it _ _ _ _ _ _ . I have _ _ _ _ of a _ - _ _ . _ _ _ _ _ _ _ to the _ _ _ the _ _ _ _ _ _ _ _ _ _ the _ _ _ . The _ _ the year it is _ _ . _ _ is in the _ - _ bed _ _ _ my _ _ _ _ _ _ only _ _ . The _ _ _ in my _ - _ _ _ _ _ _ _ _ _ _ - _ . Mine _ the _ _ - _ - the - _ Autumn _, _ _ _ _ _ _ in _ . _ _ _: _, _, _ _ _ _, Autumn _ and _ _, _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _: Roseroot, _ _ _ _ _, _ ternatum . A _ _ _ - forever, _ teliphiodes, _ _ _ _ _ _ _ and _. | The _ _ for _ is _ . _ is a _ _ in _ _ _ _ was the _ _ _ _ Frank _ . Frank _ the _ _, _ _ which _ to _ _ of our _ _ for _ . _ _ it _ _ its Open Days _ _ _ _ to the _ _ the country . _ _ _ on to _ _ _ _, _ outstanding _ at _ _ _ in _ . _ _ _ _ which most _ _; _ acre, a _ _ - _ _ _ with _ _ _ . This is being used effectively in the _ _ in the _ _ the _ and _ _ . The other is _ Joy _ is in _ _ and _ _ to provide color for months to _ . _ _ _ it _ full sun . Not so! I have it in _ _ in my _ . I have _ _ _ _ of a _ - _ _ . But _ are _ _ and _ to the _ _ that the _ _ it _ direct _ is in _ before the _ leaf out . The _ of the year it is _ light . Another plant is in the _ - _ bed on _ of my long _ _ _ it _ only morning _ . The third _ is in my _ - _ border _ it _ a _ of _ _ - day . Mine is the ordinary _ - of - the - _ Autumn Joy, but _ _ _ _ _ in _ . _ _ are: _, _, _ _ _ _, Autumn Fire and _ Drop, growing only _ _ _ with _ _ and _ _ . _ are _ _ _: Roseroot, _ _ and _ _, _ ternatum . A _ _ Live - forever, _ teliphiodes, _ on _ and _ in _ and _. | The _ _ for _ is _ . There is a _ _ in eastern New _ which was the first _ _ by Frank _ . Frank _ the _ _, an _ which _ to _ some of our exceptional _ for _ . _ year it also _ its Open Days Program which _ gardens to the _ _ the country . Frank _ _ on to _ _ _ _, an outstanding garden at his family home in _ . There are two _ which most _ grow; _ acre, a tiny _ - _ _ _ with _ _ _ . This is being used effectively in the Peace _ in the _ _ the _ and city _ . The other is _ Joy which is in _ now and will _ to provide color for months to _ . Some references say it requires full sun . Not so! I have it in three _ in my garden . I have several _ _ out of a _ - _ wall . But there are _ _ and _ to the _ so that the only time it _ direct sun is in spring before the _ leaf out . The _ of the year it is _ light . Another plant is in the _ - _ bed on _ of my long stone _ where it gets only morning sun . The third plant is in my _ - _ border where it _ a bit of sun _ - day . Mine is the ordinary _ - of - the - _ Autumn Joy, but there are several _ offered in _ . _ these are: _, _, which has white _, Autumn Fire and Chocolate Drop, growing only eight _ _ with brown _ and _ _ . There are two _ _: Roseroot, _ rosa and _ _, _ ternatum . A third Wild Live - forever, _ teliphiodes, _ on _ and _ in Pennsylvania and southward. | The common name for _ is _ . There is a _ _ in eastern New York which was the first garden created by Frank _ . Frank created the _ _, an _ which _ to _ some of our exceptional _ for _ . Each year it also runs its Open Days Program which _ gardens to the public throughout the country . Frank _ went on to create _ _ _, an outstanding garden at his family home in _ . There are two _ which most _ grow; _ acre, a tiny low - _ _ plant with _ _ _ . This is being used effectively in the Peace Garden in the _ between the library and city _ . The other is Autumn Joy which is in _ now and will _ to provide color for months to come . Some references say it requires full sun . Not so! I have it in three locations in my garden . I have several _ _ out of a south - _ wall . But there are tall _ and _ to the south so that the only time it gets direct sun is in spring before the _ leaf out . The rest of the year it is _ light . Another plant is in the east - _ bed on top of my long stone wall where it gets only morning sun . The third plant is in my shrub - perennial border where it gets a bit of sun mid - day . Mine is the ordinary run - of - the - _ Autumn Joy, but there are several _ offered in _ . Among these are: Crimson, Iceberg, which has white _, Autumn Fire and Chocolate Drop, growing only eight _ _ with brown _ and _ _ . There are two native _: Roseroot, _ rosa and Wild _, _ ternatum . A third Wild Live - forever, _ teliphiodes, _ on _ and rocks in Pennsylvania and southward. | The common name for sedums is Stonecrop . There is a _ _ in eastern New York which was the first garden created by Frank _ . Frank created the Garden _, an organization which _ to _ some of our exceptional gardens for _ . Each year it also runs its Open Days Program which opens gardens to the public throughout the country . Frank _ went on to create _ _ _, an outstanding garden at his family home in Quebec . There are two _ which most _ grow; _ acre, a tiny low - growing _ plant with bright yellow flowers . This is being used effectively in the Peace Garden in the plaza between the library and city hall . The other is Autumn Joy which is in _ now and will continue to provide color for months to come . Some references say it requires full sun . Not so! I have it in three locations in my garden . I have several plants growing out of a south - facing wall . But there are tall _ and _ to the south so that the only time it gets direct sun is in spring before the _ leaf out . The rest of the year it is _ light . Another plant is in the east - facing bed on top of my long stone wall where it gets only morning sun . The third plant is in my shrub - perennial border where it gets a bit of sun mid - day . Mine is the ordinary run - of - the - _ Autumn Joy, but there are several _ offered in _ . Among these are: Crimson, Iceberg, which has white flowers, Autumn Fire and Chocolate Drop, growing only eight inches tall with brown leaves and pink flowers . There are two native _: Roseroot, _ rosa and Wild _, _ ternatum . A third Wild Live - forever, _ teliphiodes, _ on cliffs and rocks in Pennsylvania and southward. | The common name for sedums is Stonecrop . There is a _ Nursery in eastern New York which was the first garden created by Frank _ . Frank created the Garden _, an organization which _ to preserve some of our exceptional gardens for _ . Each year it also runs its Open Days Program which opens gardens to the public throughout the country . Frank _ went on to create Les _ Vents, an outstanding garden at his family home in Quebec . There are two _ which most _ grow; _ acre, a tiny low - growing _ plant with bright yellow flowers . This is being used effectively in the Peace Garden in the plaza between the library and city hall . The other is Autumn Joy which is in bloom now and will continue to provide color for months to come . Some references say it requires full sun . Not so! I have it in three locations in my garden . I have several plants growing out of a south - facing wall . But there are tall _ and _ to the south so that the only time it gets direct sun is in spring before the oaks leaf out . The rest of the year it is _ light . Another plant is in the east - facing bed on top of my long stone wall where it gets only morning sun . The third plant is in my shrub - perennial border where it gets a bit of sun mid - day . Mine is the ordinary run - of - the - mill Autumn Joy, but there are several _ offered in _ . Among these are: Crimson, Iceberg, which has white flowers, Autumn Fire and Chocolate Drop, growing only eight inches tall with brown leaves and pink flowers . There are two native _: Roseroot, _ rosa and Wild _, _ ternatum . A third Wild Live - forever, _ teliphiodes, grows on cliffs and rocks in Pennsylvania and southward. | The common name for sedums is Stonecrop . There is a Stonecrop Nursery in eastern New York which was the first garden created by Frank Cabot . Frank created the Garden Conservancy, an organization which strives to preserve some of our exceptional gardens for _ . Each year it also runs its Open Days Program which opens gardens to the public throughout the country . Frank Cabot went on to create Les _ Vents, an outstanding garden at his family home in Quebec . There are two _ which most gardeners grow; _ acre, a tiny low - growing _ plant with bright yellow flowers . This is being used effectively in the Peace Garden in the plaza between the library and city hall . The other is Autumn Joy which is in bloom now and will continue to provide color for months to come . Some references say it requires full sun . Not so! I have it in three locations in my garden . I have several plants growing out of a south - facing wall . But there are tall oaks and maples to the south so that the only time it gets direct sun is in spring before the oaks leaf out . The rest of the year it is _ light . Another plant is in the east - facing bed on top of my long stone wall where it gets only morning sun . The third plant is in my shrub - perennial border where it gets a bit of sun mid - day . Mine is the ordinary run - of - the - mill Autumn Joy, but there are several _ offered in nurseries . Among these are: Crimson, Iceberg, which has white flowers, Autumn Fire and Chocolate Drop, growing only eight inches tall with brown leaves and pink flowers . There are two native _: Roseroot, _ rosa and Wild Stonecrop, _ ternatum . A third Wild Live - forever, _ teliphiodes, grows on cliffs and rocks in Pennsylvania and southward. | The common name for sedums is Stonecrop . There is a Stonecrop Nursery in eastern New York which was the first garden created by Frank Cabot . Frank created the Garden Conservancy, an organization which strives to preserve some of our exceptional gardens for posterity . Each year it also runs its Open Days Program which opens gardens to the public throughout the country . Frank Cabot went on to create Les Quatre Vents, an outstanding garden at his family home in Quebec . There are two _ which most gardeners grow; Sedum acre, a tiny low - growing _ plant with bright yellow flowers . This is being used effectively in the Peace Garden in the plaza between the library and city hall . The other is Autumn Joy which is in bloom now and will continue to provide color for months to come . Some references say it requires full sun . Not so! I have it in three locations in my garden . I have several plants growing out of a south - facing wall . But there are tall oaks and maples to the south so that the only time it gets direct sun is in spring before the oaks leaf out . The rest of the year it is dappled light . Another plant is in the east - facing bed on top of my long stone wall where it gets only morning sun . The third plant is in my shrub - perennial border where it gets a bit of sun mid - day . Mine is the ordinary run - of - the - mill Autumn Joy, but there are several cultivars offered in nurseries . Among these are: Crimson, Iceberg, which has white flowers, Autumn Fire and Chocolate Drop, growing only eight inches tall with brown leaves and pink flowers . There are two native _: Roseroot, _ rosa and Wild Stonecrop, _ ternatum . A third Wild Live - forever, Sedum teliphiodes, grows on cliffs and rocks in Pennsylvania and southward. | The common name for sedums is Stonecrop . There is a Stonecrop Nursery in eastern New York which was the first garden created by Frank Cabot . Frank created the Garden Conservancy, an organization which strives to preserve some of our exceptional gardens for posterity . Each year it also runs its Open Days Program which opens gardens to the public throughout the country . Frank Cabot went on to create Les Quatre Vents, an outstanding garden at his family home in Quebec . There are two _ which most gardeners grow; Sedum acre, a tiny low - growing groundcover plant with bright yellow flowers . This is being used effectively in the Peace Garden in the plaza between the library and city hall . The other is Autumn Joy which is in bloom now and will continue to provide color for months to come . Some references say it requires full sun . Not so! I have it in three locations in my garden . I have several plants growing out of a south - facing wall . But there are tall oaks and maples to the south so that the only time it gets direct sun is in spring before the oaks leaf out . The rest of the year it is dappled light . Another plant is in the east - facing bed on top of my long stone wall where it gets only morning sun . The third plant is in my shrub - perennial border where it gets a bit of sun mid - day . Mine is the ordinary run - of - the - mill Autumn Joy, but there are several cultivars offered in nurseries . Among these are: Crimson, Iceberg, which has white flowers, Autumn Fire and Chocolate Drop, growing only eight inches tall with brown leaves and pink flowers . There are two native _: Roseroot, Sedum rosa and Wild Stonecrop, Sedum ternatum . A third Wild Live - forever, Sedum teliphiodes, grows on cliffs and rocks in Pennsylvania and southward. |
A Soyuz rocket launched two Galileo satellites into orbit on Friday, marking a crucial step for Europe’s planned navigation system, operator Arianespace announced.
The launch took place at the Kourou space base in French Guiana, at 3:15pm (6:15pm GMT).
Three and three-quarter hours later, the 700kg satellites were placed into orbit.
The new satellites add to the first two in the Galileo navigation system, which were launched on Oct. 21, last year.
Together they create a “mini-constellation.” Four is the minimum number of satellites needed to gain a navigational fix on the ground, using signals from the satellite to get a position for latitude, longitude, altitude and a time reference.
Galileo will ultimately consist of 30 satellites, six more than the US Global Positioning System.
By 2015, 18 satellites should be in place, which is sufficient for launching services to the public, followed by the rest in 2020, according to the European Space Agency.
It is claimed that the system will be accurate to within one meter. The US Global Positioning System, which became operational in 1995 and is currently being upgraded, is currently accurate to between three and eight meters.
In May, the European Commission said the cost by 2015 would be 5 billion euros (US$6.45 billion).
As a medium-sized launcher, Soyuz complements Europe’s heavyweight Ariane 5 and lightweight Vega rockets. | _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ ’ _ _ _ _, operator _ _ . _ _ _ _ _ _ _ _ _ _ _ _, _ _: _ (_: _ _). _ _ _ - _ _ _, the _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ . _, _ _ . _ _ _ _ “ _ - _ . ” Four _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ for _, _, _ _ _ _ _ . _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ . _ _, _ _ _ _ _ _, _ _ _ _ _ _ _ _ _, _ _ _ _ _ _, _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _, _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ . _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ (_ $_ . _ _). _ _ _ - _ _, _ _ _ ’ _ _ _ _ _ _ _ _. | A _ _ _ _ _ _ _ _ _ _, _ _ _ _ for _ ’ _ _ _ _, operator _ _ . The _ _ _ at the _ _ _ _ _ _, _ _: _ (_: _ _). _ _ _ - _ _ _, the _ _ _ _ _ _ . The _ _ _ _ the _ two in the _ _ _, _ _ _ _ _ . _, _ _ . _ _ _ _ “ _ - _ . ” Four is the _ _ _ _ _ _ _ _ _ _ _ the _, _ _ _ the _ _ _ _ _ for _, _, _ _ a _ _ . _ _ _ _ _ _ _, _ _ _ the _ _ _ _ . _ _, _ _ _ _ _ _, _ _ _ _ _ _ to the _, _ _ the _ in _, _ _ the _ _ _ . _ _ _ _ the _ _ _ _ to _ _ _ . The _ _ _ _, _ _ _ _ _ _ _ _ _ _, _ _ _ to _ _ _ _ _ . _ May, the _ _ _ the _ _ _ _ _ _ _ _ (_ $_ . _ _). _ _ _ - _ _, _ _ _ ’ s _ _ _ and _ _ _. | A _ _ _ _ _ _ _ _ on Friday, _ a _ _ for Europe ’ s _ _ _, operator _ announced . The _ _ _ at the _ space _ in _ _, _ _: _ (_: _ _). _ and _ - _ _ _, the _ _ _ _ _ _ . The new _ _ to the _ two in the _ _ _, _ _ _ on _ . _, _ _ . _ _ _ a “ _ - _ . ” Four is the _ _ of _ _ to _ a _ _ on the _, _ _ _ the _ to get a _ for _, _, _ and a time _ . _ _ _ _ of _ _, _ more _ the US _ _ _ . By _, 18 _ _ be in place, _ is _ for _ services to the public, _ _ the _ in _, _ to the _ _ _ . It is _ that the system will be _ to _ one _ . The US _ _ _, _ _ _ in _ and is _ _ _, is _ _ to _ _ and _ _ . In May, the _ _ _ the _ by _ _ be 5 _ _ (_ $_ . _ _). As a _ - _ _, _ _ Europe ’ s _ _ 5 and _ _ _. | A _ _ _ two _ _ into _ on Friday, _ a _ step for Europe ’ s planned _ _, operator _ announced . The _ _ _ at the _ space base in _ _, at 3: _ (6: _ _). Three and _ - _ _ _, the _ _ were _ into _ . The new _ add to the first two in the _ _ _, which were _ on _ . 21, last year . _ they create a “ _ - _ . ” Four is the _ _ of _ _ to gain a _ fix on the ground, _ _ from the _ to get a position for _, _, _ and a time reference . _ will _ _ of 30 _, six more than the US _ _ _ . By _, 18 _ should be in place, which is _ for _ services to the public, _ by the _ in _, _ to the _ _ _ . It is claimed that the system will be _ to within one _ . The US _ _ _, which _ _ in _ and is _ _ _, is _ accurate to _ three and _ _ . In May, the _ _ said the _ by _ would be 5 _ _ (US $6 . 45 _). As a _ - _ _, _ _ Europe ’ s heavyweight _ 5 and _ _ _. | A _ _ _ two Galileo _ into _ on Friday, _ a _ step for Europe ’ s planned _ system, operator _ announced . The _ took place at the _ space base in _ _, at 3: _ (6: _ _). Three and three - _ hours later, the _ _ were placed into _ . The new _ add to the first two in the Galileo _ system, which were _ on _ . 21, last year . Together they create a “ mini - _ . ” Four is the minimum number of _ needed to gain a _ fix on the ground, using _ from the _ to get a position for _, _, _ and a time reference . Galileo will _ _ of 30 _, six more than the US _ _ System . By 2015, 18 _ should be in place, which is sufficient for _ services to the public, _ by the rest in 2020, according to the _ _ _ . It is claimed that the system will be accurate to within one meter . The US _ _ System, which _ _ in 1995 and is _ being _, is currently accurate to between three and eight meters . In May, the _ _ said the cost by 2015 would be 5 _ _ (US $6 . 45 _). As a _ - _ _, _ _ Europe ’ s heavyweight _ 5 and lightweight _ _. | A _ rocket launched two Galileo _ into _ on Friday, _ a crucial step for Europe ’ s planned navigation system, operator _ announced . The launch took place at the _ space base in French _, at 3: _ (6: _ _). Three and three - quarter hours later, the _ satellites were placed into _ . The new _ add to the first two in the Galileo navigation system, which were launched on Oct . 21, last year . Together they create a “ mini - constellation . ” Four is the minimum number of _ needed to gain a _ fix on the ground, using signals from the satellite to get a position for _, _, _ and a time reference . Galileo will ultimately _ of 30 _, six more than the US Global _ System . By 2015, 18 _ should be in place, which is sufficient for launching services to the public, followed by the rest in 2020, according to the European Space Agency . It is claimed that the system will be accurate to within one meter . The US Global _ System, which became _ in 1995 and is currently being _, is currently accurate to between three and eight meters . In May, the European Commission said the cost by 2015 would be 5 billion _ (US $6 . 45 billion). As a medium - sized _, _ _ Europe ’ s heavyweight _ 5 and lightweight Vega rockets. | A _ rocket launched two Galileo satellites into orbit on Friday, marking a crucial step for Europe ’ s planned navigation system, operator _ announced . The launch took place at the _ space base in French _, at 3: 15pm (6: _ GMT). Three and three - quarter hours later, the _ satellites were placed into orbit . The new satellites add to the first two in the Galileo navigation system, which were launched on Oct . 21, last year . Together they create a “ mini - constellation . ” Four is the minimum number of satellites needed to gain a _ fix on the ground, using signals from the satellite to get a position for _, _, altitude and a time reference . Galileo will ultimately consist of 30 satellites, six more than the US Global _ System . By 2015, 18 satellites should be in place, which is sufficient for launching services to the public, followed by the rest in 2020, according to the European Space Agency . It is claimed that the system will be accurate to within one meter . The US Global Positioning System, which became operational in 1995 and is currently being upgraded, is currently accurate to between three and eight meters . In May, the European Commission said the cost by 2015 would be 5 billion euros (US $6 . 45 billion). As a medium - sized launcher, _ complements Europe ’ s heavyweight _ 5 and lightweight Vega rockets. | A _ rocket launched two Galileo satellites into orbit on Friday, marking a crucial step for Europe ’ s planned navigation system, operator _ announced . The launch took place at the _ space base in French _, at 3: 15pm (6: 15pm GMT). Three and three - quarter hours later, the _ satellites were placed into orbit . The new satellites add to the first two in the Galileo navigation system, which were launched on Oct . 21, last year . Together they create a “ mini - constellation . ” Four is the minimum number of satellites needed to gain a navigational fix on the ground, using signals from the satellite to get a position for latitude, longitude, altitude and a time reference . Galileo will ultimately consist of 30 satellites, six more than the US Global Positioning System . By 2015, 18 satellites should be in place, which is sufficient for launching services to the public, followed by the rest in 2020, according to the European Space Agency . It is claimed that the system will be accurate to within one meter . The US Global Positioning System, which became operational in 1995 and is currently being upgraded, is currently accurate to between three and eight meters . In May, the European Commission said the cost by 2015 would be 5 billion euros (US $6 . 45 billion). As a medium - sized launcher, _ complements Europe ’ s heavyweight _ 5 and lightweight Vega rockets. | A Soyuz rocket launched two Galileo satellites into orbit on Friday, marking a crucial step for Europe ’ s planned navigation system, operator _ announced . The launch took place at the _ space base in French Guiana, at 3: 15pm (6: 15pm GMT). Three and three - quarter hours later, the 700kg satellites were placed into orbit . The new satellites add to the first two in the Galileo navigation system, which were launched on Oct . 21, last year . Together they create a “ mini - constellation . ” Four is the minimum number of satellites needed to gain a navigational fix on the ground, using signals from the satellite to get a position for latitude, longitude, altitude and a time reference . Galileo will ultimately consist of 30 satellites, six more than the US Global Positioning System . By 2015, 18 satellites should be in place, which is sufficient for launching services to the public, followed by the rest in 2020, according to the European Space Agency . It is claimed that the system will be accurate to within one meter . The US Global Positioning System, which became operational in 1995 and is currently being upgraded, is currently accurate to between three and eight meters . In May, the European Commission said the cost by 2015 would be 5 billion euros (US $6 . 45 billion). As a medium - sized launcher, Soyuz complements Europe ’ s heavyweight Ariane 5 and lightweight Vega rockets. | A Soyuz rocket launched two Galileo satellites into orbit on Friday, marking a crucial step for Europe ’ s planned navigation system, operator Arianespace announced . The launch took place at the Kourou space base in French Guiana, at 3: 15pm (6: 15pm GMT). Three and three - quarter hours later, the 700kg satellites were placed into orbit . The new satellites add to the first two in the Galileo navigation system, which were launched on Oct . 21, last year . Together they create a “ mini - constellation . ” Four is the minimum number of satellites needed to gain a navigational fix on the ground, using signals from the satellite to get a position for latitude, longitude, altitude and a time reference . Galileo will ultimately consist of 30 satellites, six more than the US Global Positioning System . By 2015, 18 satellites should be in place, which is sufficient for launching services to the public, followed by the rest in 2020, according to the European Space Agency . It is claimed that the system will be accurate to within one meter . The US Global Positioning System, which became operational in 1995 and is currently being upgraded, is currently accurate to between three and eight meters . In May, the European Commission said the cost by 2015 would be 5 billion euros (US $6 . 45 billion). As a medium - sized launcher, Soyuz complements Europe ’ s heavyweight Ariane 5 and lightweight Vega rockets. |
Emacs Lisp uses two kinds of storage for user-created Lisp objects: normal storage and pure storage. Normal storage is where all the new data created during an Emacs session are kept (see Garbage Collection). Pure storage is used for certain data in the preloaded standard Lisp files—data that should never change during actual use of Emacs.
Pure storage is allocated only while temacs is loading the
standard preloaded Lisp libraries. In the file emacs, it is
marked as read-only (on operating systems that permit this), so that
the memory space can be shared by all the Emacs jobs running on the
machine at once. Pure storage is not expandable; a fixed amount is
allocated when Emacs is compiled, and if that is not sufficient for
the preloaded libraries, temacs allocates dynamic memory for
the part that didn't fit. The resulting image will work, but garbage
collection (see Garbage Collection) is disabled in this situation,
causing a memory leak. Such an overflow normally won't happen unless
you try to preload additional libraries or add features to the
standard ones. Emacs will display a warning about the overflow when
it starts. If this happens, you should increase the compilation
SYSTEM_PURESIZE_EXTRA in the file
src/puresize.h and rebuild Emacs.
This function makes a copy in pure storage of object, and returns it. It copies a string by simply making a new string with the same characters, but without text properties, in pure storage. It recursively copies the contents of vectors and cons cells. It does not make copies of other objects such as symbols, but just returns them unchanged. It signals an error if asked to copy markers.
This function is a no-op except while Emacs is being built and dumped; it is usually called only in preloaded Lisp files.
The value of this variable is the number of bytes of pure storage allocated so far. Typically, in a dumped Emacs, this number is very close to the total amount of pure storage available—if it were not, we would preallocate less.
This variable determines whether
defunshould make a copy of the function definition in pure storage. If it is non-
nil, then the function definition is copied into pure storage.
This flag is
twhile loading all of the basic functions for building Emacs initially (allowing those functions to be shareable and non-collectible). Dumping Emacs as an executable always writes
nilin this variable, regardless of the value it actually has before and after dumping.
You should not change this flag in a running Emacs. | _ _ _ _ _ _ _ _ _ - _ _ _: _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ (_ _ _). _ _ _ _ _ _ _ _ _ _ _ _ _ — _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ temacs is _ _ _ _ _ _ . _ _ _ _, _ _ _ _ _ - _ (_ _ _ _ _ _), _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _; _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _, temacs _ _ _ _ _ _ _ _' _ _ . _ _ _ _ _, _ _ _ (_ _ _) _ _ _ _ _, _ _ _ _ . _ _ _ _ _' _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ . _ _ _, _ _ _ _ _ _ _ PURESIZE _ _ _ _ _ _ / puresize . _ _ _ _ . _ _ _ _ _ _ _ _ _ _, _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ _, _ _ _ . _ _ _ _ _ _ _ _ cons cells . _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ . _ _ _ _ _ _ _ _ _ . _ _ _ _ no - _ _ _ _ _ _ _ _ _; _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . _, _ a _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ — _ _ _ _, we _ preallocate _ . _ _ _ _ defunshould make _ _ _ _ _ _ _ _ _ . _ _ _ _ - _, _ _ _ _ _ _ _ _ _ . _ flag _ twhile _ _ _ _ _ _ _ _ _ _ (_ _ _ _ _ _ _ _ - _). _ _ _ _ _ _ _ nilin this _, _ _ _ _ _ _ _ _ and _ _ . _ _ _ _ _ _ _ a _ _. | _ _ _ _ _ _ _ _ _ - _ _ _: _ _ _ _ _ . _ _ _ _ _ the _ _ _ _ _ _ _ are _ (_ _ _). _ _ _ _ _ certain _ in the _ _ _ _ — _ that _ _ _ _ _ _ of _ . _ _ _ _ only _ temacs is _ the _ _ _ _ . In the _ _, _ _ _ _ _ - _ (on _ _ _ _ _), _ _ the _ _ _ _ _ _ _ the _ _ _ _ the _ _ _ . _ _ _ _ _; _ _ _ _ _ _ _ _ _, and _ that _ _ _ _ the _ _, temacs _ _ _ for the part _ _' _ _ . The _ _ _ _, _ _ _ (_ _ _) _ _ _ _ _, _ _ _ _ . _ _ _ _ _' _ _ _ _ _ _ _ _ _ _ _ _ _ the _ _ . _ _ _ _ _ _ the _ _ _ _ . _ _ _, _ _ increase the _ _ _ PURESIZE _ _ in the _ _ / puresize . _ and _ _ . _ _ _ _ _ in pure _ of _, _ _ _ . _ _ a _ _ _ _ _ _ _ _ the _ _, _ _ _ _, in _ _ . _ _ _ the _ of _ and cons cells . _ _ _ _ _ _ _ _ _ _ _, _ just _ _ _ . _ _ _ _ _ _ to _ _ . _ _ _ a no - _ except _ _ _ _ _ and _; _ _ _ called _ in _ _ _ . The _ _ _ _ _ the _ _ _ _ _ _ _ _ _ . _, in a dumped _, _ _ _ _ _ _ the _ _ _ _ _ available — _ _ _ not, we _ preallocate less . _ _ _ _ defunshould make _ _ _ the _ _ in _ _ . _ it _ _ - _, _ the _ _ _ _ _ _ _ . _ flag is twhile _ _ _ the _ _ _ _ _ _ (_ _ _ _ _ _ and _ - _). _ _ as _ _ _ _ nilin this _, _ _ the _ _ _ _ _ and _ _ . _ _ not change this _ in a running _. | _ _ _ _ _ of _ for _ - _ _ _: normal _ and _ _ . Normal _ is _ _ the new _ _ _ _ _ _ are _ (_ _ _). Pure _ is _ for certain _ in the _ standard _ _ — data that should never _ _ actual _ of _ . Pure _ is _ only while temacs is _ the _ _ _ _ . In the _ _, it is _ as _ - _ (on _ _ that _ this), so that the _ _ _ be _ by _ the _ jobs _ on the _ _ _ . Pure _ is not _; a _ _ is _ _ _ is _, and _ that is _ _ for the _ libraries, temacs _ dynamic _ for the part that _' _ _ . The _ _ will _, _ _ _ (_ _ _) is _ in this situation, _ a _ _ . _ _ _ _ _' _ _ _ you _ to _ _ _ or _ _ to the _ ones . _ will _ a _ about the _ when it _ . If this _, you should increase the _ _ _ PURESIZE _ _ in the _ _ / puresize . _ and _ _ . This _ makes a _ in pure storage of object, and _ it . It _ a _ _ _ making a new _ with the _ _, _ without text _, in pure storage . It _ _ the _ of _ and cons cells . It _ _ make _ of other _ _ as _, but just _ _ _ . It signals an _ if asked to copy markers . This _ is a no - op except while _ is _ _ and dumped; it is _ called only in _ _ _ . The _ of this _ is the _ of _ of pure _ _ _ _ . _, in a dumped _, this _ is _ _ to the _ _ of pure _ available — _ it _ not, we _ preallocate less . This _ _ _ defunshould make a _ of the _ definition in pure storage . _ it is _ - _, _ the _ _ is _ _ pure storage . This flag is twhile _ all of the _ _ for building _ initially (_ _ _ to be _ and _ - _). _ _ as _ _ always _ nilin this variable, _ of the _ it _ has _ and _ _ . You _ not change this flag in a running _. | _ _ _ two _ of _ for _ - _ _ _: normal _ and pure _ . Normal _ is where all the new data created during an _ _ are kept (see _ Collection). Pure storage is used for certain data in the _ standard _ _ — data that should never _ during actual use of _ . Pure _ is _ only while temacs is loading the standard _ _ _ . In the file _, it is _ as _ - only (on _ _ that _ this), so that the _ _ can be _ by all the _ jobs _ on the _ at _ . Pure _ is not _; a _ amount is _ when _ is _, and if that is not _ for the _ libraries, temacs _ dynamic _ for the part that _' _ fit . The _ image will work, but garbage _ (see _ Collection) is disabled in this situation, _ a memory _ . _ an _ normally _' _ _ _ you try to _ additional _ or add features to the standard ones . _ will display a _ about the _ when it _ . If this _, you should increase the compilation _ _ PURESIZE _ _ in the _ _ / puresize . h and rebuild _ . This _ makes a copy in pure storage of object, and _ it . It copies a _ by _ making a new _ with the _ characters, but without text properties, in pure storage . It _ copies the contents of _ and cons cells . It _ not make _ of other _ such as _, but just _ them _ . It signals an _ if asked to copy markers . This _ is a no - op except while _ is being built and dumped; it is _ called only in _ _ _ . The _ of this _ is the _ of _ of pure storage _ so _ . Typically, in a dumped _, this number is very _ to the _ _ of pure storage available — if it were not, we would preallocate less . This _ _ _ defunshould make a _ of the function definition in pure storage . If it is _ - _, then the function definition is _ into pure storage . This flag is twhile loading all of the _ _ for building _ initially (_ those _ to be _ and _ - _). _ _ as an _ always writes nilin this variable, _ of the _ it actually has _ and after _ . You should not change this flag in a running _. | _ _ uses two kinds of _ for _ - created _ objects: normal _ and pure _ . Normal _ is where all the new data created during an _ session are kept (see _ Collection). Pure storage is used for certain data in the _ standard _ files — data that should never change during actual use of _ . Pure storage is allocated only while temacs is loading the standard _ _ libraries . In the file _, it is marked as read - only (on operating _ that permit this), so that the memory space can be shared by all the _ jobs running on the machine at once . Pure storage is not _; a fixed amount is _ when _ is compiled, and if that is not _ for the _ libraries, temacs _ dynamic memory for the part that _' t fit . The _ image will work, but garbage _ (see _ Collection) is disabled in this situation, _ a memory _ . Such an _ normally won' t happen unless you try to preload additional libraries or add features to the standard ones . _ will display a warning about the _ when it starts . If this happens, you should increase the compilation SYSTEM _ PURESIZE _ _ in the file _ / puresize . h and rebuild _ . This function makes a copy in pure storage of object, and returns it . It copies a _ by simply making a new _ with the same characters, but without text properties, in pure storage . It _ copies the contents of vectors and cons cells . It does not make copies of other _ such as symbols, but just returns them _ . It signals an error if asked to copy markers . This function is a no - op except while _ is being built and dumped; it is usually called only in _ _ _ . The value of this variable is the number of _ of pure storage allocated so far . Typically, in a dumped _, this number is very close to the total _ of pure storage available — if it were not, we would preallocate less . This variable _ whether defunshould make a copy of the function definition in pure storage . If it is non - _, then the function definition is copied into pure storage . This flag is twhile loading all of the basic _ for building _ initially (_ those _ to be _ and non - _). _ _ as an _ always writes nilin this variable, _ of the value it actually has before and after _ . You should not change this flag in a running _. | _ _ uses two kinds of storage for user - created _ objects: normal storage and pure storage . Normal storage is where all the new data created during an _ session are kept (see _ Collection). Pure storage is used for certain data in the _ standard _ files — data that should never change during actual use of _ . Pure storage is allocated only while temacs is loading the standard preloaded _ libraries . In the file _, it is marked as read - only (on operating systems that permit this), so that the memory space can be shared by all the _ jobs running on the machine at once . Pure storage is not _; a fixed amount is allocated when _ is compiled, and if that is not sufficient for the _ libraries, temacs _ dynamic memory for the part that didn' t fit . The resulting image will work, but garbage collection (see _ Collection) is disabled in this situation, causing a memory leak . Such an _ normally won' t happen unless you try to preload additional libraries or add features to the standard ones . _ will display a warning about the _ when it starts . If this happens, you should increase the compilation SYSTEM _ PURESIZE _ EXTRA in the file src / puresize . h and rebuild _ . This function makes a copy in pure storage of object, and returns it . It copies a _ by simply making a new _ with the same characters, but without text properties, in pure storage . It _ copies the contents of vectors and cons cells . It does not make copies of other objects such as symbols, but just returns them unchanged . It signals an error if asked to copy markers . This function is a no - op except while _ is being built and dumped; it is usually called only in _ _ files . The value of this variable is the number of _ of pure storage allocated so far . Typically, in a dumped _, this number is very close to the total amount of pure storage available — if it were not, we would preallocate less . This variable _ whether defunshould make a copy of the function definition in pure storage . If it is non - _, then the function definition is copied into pure storage . This flag is twhile loading all of the basic functions for building _ initially (allowing those functions to be _ and non - collectible). _ _ as an _ always writes nilin this variable, regardless of the value it actually has before and after _ . You should not change this flag in a running Emacs. | _ _ uses two kinds of storage for user - created _ objects: normal storage and pure storage . Normal storage is where all the new data created during an _ session are kept (see Garbage Collection). Pure storage is used for certain data in the preloaded standard _ files — data that should never change during actual use of _ . Pure storage is allocated only while temacs is loading the standard preloaded _ libraries . In the file emacs, it is marked as read - only (on operating systems that permit this), so that the memory space can be shared by all the _ jobs running on the machine at once . Pure storage is not _; a fixed amount is allocated when _ is compiled, and if that is not sufficient for the _ libraries, temacs _ dynamic memory for the part that didn' t fit . The resulting image will work, but garbage collection (see Garbage Collection) is disabled in this situation, causing a memory leak . Such an overflow normally won' t happen unless you try to preload additional libraries or add features to the standard ones . _ will display a warning about the overflow when it starts . If this happens, you should increase the compilation SYSTEM _ PURESIZE _ EXTRA in the file src / puresize . h and rebuild _ . This function makes a copy in pure storage of object, and returns it . It copies a string by simply making a new string with the same characters, but without text properties, in pure storage . It _ copies the contents of vectors and cons cells . It does not make copies of other objects such as symbols, but just returns them unchanged . It signals an error if asked to copy markers . This function is a no - op except while _ is being built and dumped; it is usually called only in preloaded _ files . The value of this variable is the number of _ of pure storage allocated so far . Typically, in a dumped _, this number is very close to the total amount of pure storage available — if it were not, we would preallocate less . This variable determines whether defunshould make a copy of the function definition in pure storage . If it is non - nil, then the function definition is copied into pure storage . This flag is twhile loading all of the basic functions for building _ initially (allowing those functions to be shareable and non - collectible). Dumping _ as an _ always writes nilin this variable, regardless of the value it actually has before and after dumping . You should not change this flag in a running Emacs. | _ Lisp uses two kinds of storage for user - created Lisp objects: normal storage and pure storage . Normal storage is where all the new data created during an _ session are kept (see Garbage Collection). Pure storage is used for certain data in the preloaded standard Lisp files — data that should never change during actual use of _ . Pure storage is allocated only while temacs is loading the standard preloaded Lisp libraries . In the file emacs, it is marked as read - only (on operating systems that permit this), so that the memory space can be shared by all the Emacs jobs running on the machine at once . Pure storage is not expandable; a fixed amount is allocated when _ is compiled, and if that is not sufficient for the preloaded libraries, temacs _ dynamic memory for the part that didn' t fit . The resulting image will work, but garbage collection (see Garbage Collection) is disabled in this situation, causing a memory leak . Such an overflow normally won' t happen unless you try to preload additional libraries or add features to the standard ones . Emacs will display a warning about the overflow when it starts . If this happens, you should increase the compilation SYSTEM _ PURESIZE _ EXTRA in the file src / puresize . h and rebuild _ . This function makes a copy in pure storage of object, and returns it . It copies a string by simply making a new string with the same characters, but without text properties, in pure storage . It _ copies the contents of vectors and cons cells . It does not make copies of other objects such as symbols, but just returns them unchanged . It signals an error if asked to copy markers . This function is a no - op except while _ is being built and dumped; it is usually called only in preloaded Lisp files . The value of this variable is the number of bytes of pure storage allocated so far . Typically, in a dumped Emacs, this number is very close to the total amount of pure storage available — if it were not, we would preallocate less . This variable determines whether defunshould make a copy of the function definition in pure storage . If it is non - nil, then the function definition is copied into pure storage . This flag is twhile loading all of the basic functions for building Emacs initially (allowing those functions to be shareable and non - collectible). Dumping _ as an _ always writes nilin this variable, regardless of the value it actually has before and after dumping . You should not change this flag in a running Emacs. | Emacs Lisp uses two kinds of storage for user - created Lisp objects: normal storage and pure storage . Normal storage is where all the new data created during an Emacs session are kept (see Garbage Collection). Pure storage is used for certain data in the preloaded standard Lisp files — data that should never change during actual use of Emacs . Pure storage is allocated only while temacs is loading the standard preloaded Lisp libraries . In the file emacs, it is marked as read - only (on operating systems that permit this), so that the memory space can be shared by all the Emacs jobs running on the machine at once . Pure storage is not expandable; a fixed amount is allocated when Emacs is compiled, and if that is not sufficient for the preloaded libraries, temacs allocates dynamic memory for the part that didn' t fit . The resulting image will work, but garbage collection (see Garbage Collection) is disabled in this situation, causing a memory leak . Such an overflow normally won' t happen unless you try to preload additional libraries or add features to the standard ones . Emacs will display a warning about the overflow when it starts . If this happens, you should increase the compilation SYSTEM _ PURESIZE _ EXTRA in the file src / puresize . h and rebuild Emacs . This function makes a copy in pure storage of object, and returns it . It copies a string by simply making a new string with the same characters, but without text properties, in pure storage . It recursively copies the contents of vectors and cons cells . It does not make copies of other objects such as symbols, but just returns them unchanged . It signals an error if asked to copy markers . This function is a no - op except while Emacs is being built and dumped; it is usually called only in preloaded Lisp files . The value of this variable is the number of bytes of pure storage allocated so far . Typically, in a dumped Emacs, this number is very close to the total amount of pure storage available — if it were not, we would preallocate less . This variable determines whether defunshould make a copy of the function definition in pure storage . If it is non - nil, then the function definition is copied into pure storage . This flag is twhile loading all of the basic functions for building Emacs initially (allowing those functions to be shareable and non - collectible). Dumping Emacs as an executable always writes nilin this variable, regardless of the value it actually has before and after dumping . You should not change this flag in a running Emacs. | Emacs Lisp uses two kinds of storage for user - created Lisp objects: normal storage and pure storage . Normal storage is where all the new data created during an Emacs session are kept (see Garbage Collection). Pure storage is used for certain data in the preloaded standard Lisp files — data that should never change during actual use of Emacs . Pure storage is allocated only while temacs is loading the standard preloaded Lisp libraries . In the file emacs, it is marked as read - only (on operating systems that permit this), so that the memory space can be shared by all the Emacs jobs running on the machine at once . Pure storage is not expandable; a fixed amount is allocated when Emacs is compiled, and if that is not sufficient for the preloaded libraries, temacs allocates dynamic memory for the part that didn' t fit . The resulting image will work, but garbage collection (see Garbage Collection) is disabled in this situation, causing a memory leak . Such an overflow normally won' t happen unless you try to preload additional libraries or add features to the standard ones . Emacs will display a warning about the overflow when it starts . If this happens, you should increase the compilation SYSTEM _ PURESIZE _ EXTRA in the file src / puresize . h and rebuild Emacs . This function makes a copy in pure storage of object, and returns it . It copies a string by simply making a new string with the same characters, but without text properties, in pure storage . It recursively copies the contents of vectors and cons cells . It does not make copies of other objects such as symbols, but just returns them unchanged . It signals an error if asked to copy markers . This function is a no - op except while Emacs is being built and dumped; it is usually called only in preloaded Lisp files . The value of this variable is the number of bytes of pure storage allocated so far . Typically, in a dumped Emacs, this number is very close to the total amount of pure storage available — if it were not, we would preallocate less . This variable determines whether defunshould make a copy of the function definition in pure storage . If it is non - nil, then the function definition is copied into pure storage . This flag is twhile loading all of the basic functions for building Emacs initially (allowing those functions to be shareable and non - collectible). Dumping Emacs as an executable always writes nilin this variable, regardless of the value it actually has before and after dumping . You should not change this flag in a running Emacs. |
35 - The Philosopher's Toolkit: Aristotle's Logical Works
Peter discusses Aristotle’s pioneering work in logic, and looks at related issues like the ten categories and the famous “sea battle” argument for determinism.
You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not initialize correctly.
• J. Hintikka, Time and Necessity. Studies in Aristotle's Theory of Modality (Oxford:1973).
• W. Leszl, “Aristotle's Logical Works and His Conception of Logic,” Topoi 23 (2004), 71–100.
• R. Smith, "Logic," in J. Barnes (ed.), The Cambridge Companion to Aristotle (Cambridge: 1995), 27-65.
• S. Waterlow, Passage and Possibility (Oxford: 1982).
On the "sea battle" problem:
• G.E.M. Anscombe, “Aristotle and the Sea Battle,” in J.M.E. Moravcsik (ed.), Aristotle: a Collection of Critical Essays, (1967), reprinted from Mind 65 (1956).
• D. Frede, “The Sea-Battle Reconsidered: a Defence of the Traditional Interpretation,” Oxford Studies in Ancient Philosophy 3 (1985).
• J. Hintikka, “The Once and Future Sea Fight: Aristotle’s Discussion of Future Contingents in de Interpretatione 9,” in his Time and Necessity (see above). | _ - _ _' _ _: _' _ _ _ _ _ _ ’ _ _ _ _ _, _ _ _ _ _ _ _ _ _ and _ _ “ sea _ ” _ _ _ . _ _ _ _ Flash _ _ _ _ _! _ _ _ _ _ _, _ _ _ _ _ _ _ . • _ . _, _ _ _ . _ _ _' _ _ _ _ (_: _). • _ . Leszl, “ _' _ _ _ _ _ _ _ _, ” _ _ (_), _ – 100 . • _ . _, " _, " _ _ . _ (_ .), _ _ _ _ _ (_: _), _ - _ . • _ . _, _ _ _ (_: _). _ _ " _ _ " _: • _ . _ . _ . _, “ _ _ _ _ _, ” _ _ . _ . _ . _ (_ .), _: a _ _ _ _, (_), _ _ Mind _ (_). • _ . _, “ _ _ - _ _: _ _ _ _ _ _, ” _ _ _ _ _ _ (_). • _ . _, “ _ _ _ _ _ Fight: _ ’ _ _ _ _ _ _ de _ 9, ” _ _ _ _ _ (_ _). | _ - The _' _ _: _' _ _ _ Peter _ _ ’ _ _ _ _ _, and _ _ _ _ _ the _ _ and the _ “ sea battle ” _ _ _ . _ _ _ _ Flash content _ _ _ _! _ your _ _ _ _, _ _ _ _ _ _ _ . • _ . _, Time _ _ . _ _ _' _ _ _ _ (_: _). • _ . Leszl, “ _' _ _ _ and His _ _ _, ” _ _ (_), _ – 100 . • _ . _, " _, " _ _ . _ (_ .), The _ _ _ _ (_: _), _ - _ . • _ . Waterlow, Passage and _ (_: _). On the " _ _ " problem: • _ . _ . _ . _, “ _ and the _ Battle, ” in _ . _ . _ . _ (_ .), _: a _ _ _ _, (_), _ from Mind 65 (_). • _ . _, “ The _ - _ _: a _ _ the _ _, ” _ _ _ _ _ _ (_). • _ . _, “ The _ and _ Sea Fight: _ ’ _ _ of Future _ in de _ 9, ” in his Time and _ (_ _). | 35 - The _' _ _: _' _ _ _ Peter _ _ ’ _ _ _ in _, and _ at _ _ like the ten categories and the _ “ sea battle ” _ for _ . You are _ some Flash content that should _ _! _ your _ _ _ it, _ _ it _ _ _ _ . • _ . _, Time and _ . _ in _' _ _ of _ (_: _). • _ . Leszl, “ _' _ _ _ and His _ of _, ” _ 23 (_), 71 – 100 . • _ . _, " _, " in _ . _ (_ .), The _ _ to _ (_: _), 27 - _ . • S . Waterlow, Passage and _ (_: _). On the " sea battle " problem: • _ . _ . _ . _, “ _ and the Sea Battle, ” in _ . _ . _ . _ (_ .), _: a _ of _ _, (_), _ from Mind 65 (_). • _ . _, “ The _ - Battle _: a _ of the _ _, ” _ _ in _ _ 3 (_). • _ . _, “ The Once and _ Sea Fight: _ ’ _ _ of Future _ in de _ 9, ” in his Time and _ (_ _). | 35 - The _' _ _: _' _ _ Works Peter _ _ ’ s _ work in _, and _ at related issues like the ten categories and the famous “ sea battle ” _ for _ . You are missing some Flash content that should appear here! _ your _ _ display it, or maybe it did not _ _ . • J . Hintikka, Time and _ . _ in _' _ _ of _ (_: _). • W . Leszl, “ _' _ _ _ and His _ of _, ” _ 23 (_), 71 – 100 . • R . Smith, " Logic, " in _ . Barnes (_ .), The _ _ to _ (_: _), 27 - 65 . • S . Waterlow, Passage and _ (_: _). On the " sea battle " problem: • _ . _ . M . _, “ _ and the Sea Battle, ” in _ . M . E . _ (ed .), _: a _ of _ _, (_), _ from Mind 65 (_). • D . _, “ The Sea - Battle _: a _ of the Traditional _, ” _ _ in Ancient _ 3 (_). • _ . Hintikka, “ The Once and Future Sea Fight: _ ’ s _ of Future _ in de _ 9, ” in his Time and _ (see _). | 35 - The _' s _: _' s _ Works Peter _ _ ’ s _ work in _, and looks at related issues like the ten categories and the famous “ sea battle ” argument for _ . You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not _ correctly . • J . Hintikka, Time and _ . Studies in _' s _ of _ (_: 1973). • W . Leszl, “ _' s _ Works and His _ of _, ” _ 23 (2004), 71 – 100 . • R . Smith, " Logic, " in J . Barnes (_ .), The _ _ to _ (Cambridge: 1995), 27 - 65 . • S . Waterlow, Passage and _ (_: 1982). On the " sea battle " problem: • G . E . M . _, “ Aristotle and the Sea Battle, ” in J . M . E . _ (ed .), Aristotle: a _ of _ _, (1967), reprinted from Mind 65 (1956). • D . _, “ The Sea - Battle _: a Defence of the Traditional _, ” _ _ in Ancient Philosophy 3 (1985). • J . Hintikka, “ The Once and Future Sea Fight: _ ’ s _ of Future _ in de _ 9, ” in his Time and _ (see above). | 35 - The _' s _: _' s _ Works Peter discusses _ ’ s pioneering work in logic, and looks at related issues like the ten categories and the famous “ sea battle ” argument for _ . You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not _ correctly . • J . Hintikka, Time and _ . Studies in _' s Theory of _ (Oxford: 1973). • W . Leszl, “ _' s _ Works and His Conception of Logic, ” Topoi 23 (2004), 71 – 100 . • R . Smith, " Logic, " in J . Barnes (ed .), The _ _ to Aristotle (Cambridge: 1995), 27 - 65 . • S . Waterlow, Passage and Possibility (Oxford: 1982). On the " sea battle " problem: • G . E . M . _, “ Aristotle and the Sea Battle, ” in J . M . E . _ (ed .), Aristotle: a Collection of Critical _, (1967), reprinted from Mind 65 (1956). • D . Frede, “ The Sea - Battle _: a Defence of the Traditional _, ” Oxford Studies in Ancient Philosophy 3 (1985). • J . Hintikka, “ The Once and Future Sea Fight: _ ’ s Discussion of Future _ in de _ 9, ” in his Time and _ (see above). | 35 - The _' s _: _' s Logical Works Peter discusses _ ’ s pioneering work in logic, and looks at related issues like the ten categories and the famous “ sea battle ” argument for _ . You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not _ correctly . • J . Hintikka, Time and Necessity . Studies in Aristotle' s Theory of _ (Oxford: 1973). • W . Leszl, “ _' s Logical Works and His Conception of Logic, ” Topoi 23 (2004), 71 – 100 . • R . Smith, " Logic, " in J . Barnes (ed .), The Cambridge Companion to Aristotle (Cambridge: 1995), 27 - 65 . • S . Waterlow, Passage and Possibility (Oxford: 1982). On the " sea battle " problem: • G . E . M . _, “ Aristotle and the Sea Battle, ” in J . M . E . Moravcsik (ed .), Aristotle: a Collection of Critical Essays, (1967), reprinted from Mind 65 (1956). • D . Frede, “ The Sea - Battle _: a Defence of the Traditional Interpretation, ” Oxford Studies in Ancient Philosophy 3 (1985). • J . Hintikka, “ The Once and Future Sea Fight: Aristotle ’ s Discussion of Future Contingents in de _ 9, ” in his Time and Necessity (see above). | 35 - The Philosopher' s Toolkit: Aristotle' s Logical Works Peter discusses Aristotle ’ s pioneering work in logic, and looks at related issues like the ten categories and the famous “ sea battle ” argument for _ . You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not _ correctly . • J . Hintikka, Time and Necessity . Studies in Aristotle' s Theory of Modality (Oxford: 1973). • W . Leszl, “ Aristotle' s Logical Works and His Conception of Logic, ” Topoi 23 (2004), 71 – 100 . • R . Smith, " Logic, " in J . Barnes (ed .), The Cambridge Companion to Aristotle (Cambridge: 1995), 27 - 65 . • S . Waterlow, Passage and Possibility (Oxford: 1982). On the " sea battle " problem: • G . E . M . _, “ Aristotle and the Sea Battle, ” in J . M . E . Moravcsik (ed .), Aristotle: a Collection of Critical Essays, (1967), reprinted from Mind 65 (1956). • D . Frede, “ The Sea - Battle _: a Defence of the Traditional Interpretation, ” Oxford Studies in Ancient Philosophy 3 (1985). • J . Hintikka, “ The Once and Future Sea Fight: Aristotle ’ s Discussion of Future Contingents in de Interpretatione 9, ” in his Time and Necessity (see above). | 35 - The Philosopher' s Toolkit: Aristotle' s Logical Works Peter discusses Aristotle ’ s pioneering work in logic, and looks at related issues like the ten categories and the famous “ sea battle ” argument for determinism . You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not initialize correctly . • J . Hintikka, Time and Necessity . Studies in Aristotle' s Theory of Modality (Oxford: 1973). • W . Leszl, “ Aristotle' s Logical Works and His Conception of Logic, ” Topoi 23 (2004), 71 – 100 . • R . Smith, " Logic, " in J . Barnes (ed .), The Cambridge Companion to Aristotle (Cambridge: 1995), 27 - 65 . • S . Waterlow, Passage and Possibility (Oxford: 1982). On the " sea battle " problem: • G . E . M . Anscombe, “ Aristotle and the Sea Battle, ” in J . M . E . Moravcsik (ed .), Aristotle: a Collection of Critical Essays, (1967), reprinted from Mind 65 (1956). • D . Frede, “ The Sea - Battle Reconsidered: a Defence of the Traditional Interpretation, ” Oxford Studies in Ancient Philosophy 3 (1985). • J . Hintikka, “ The Once and Future Sea Fight: Aristotle ’ s Discussion of Future Contingents in de Interpretatione 9, ” in his Time and Necessity (see above). | 35 - The Philosopher' s Toolkit: Aristotle' s Logical Works Peter discusses Aristotle ’ s pioneering work in logic, and looks at related issues like the ten categories and the famous “ sea battle ” argument for determinism . You are missing some Flash content that should appear here! Perhaps your browser cannot display it, or maybe it did not initialize correctly . • J . Hintikka, Time and Necessity . Studies in Aristotle' s Theory of Modality (Oxford: 1973). • W . Leszl, “ Aristotle' s Logical Works and His Conception of Logic, ” Topoi 23 (2004), 71 – 100 . • R . Smith, " Logic, " in J . Barnes (ed .), The Cambridge Companion to Aristotle (Cambridge: 1995), 27 - 65 . • S . Waterlow, Passage and Possibility (Oxford: 1982). On the " sea battle " problem: • G . E . M . Anscombe, “ Aristotle and the Sea Battle, ” in J . M . E . Moravcsik (ed .), Aristotle: a Collection of Critical Essays, (1967), reprinted from Mind 65 (1956). • D . Frede, “ The Sea - Battle Reconsidered: a Defence of the Traditional Interpretation, ” Oxford Studies in Ancient Philosophy 3 (1985). • J . Hintikka, “ The Once and Future Sea Fight: Aristotle ’ s Discussion of Future Contingents in de Interpretatione 9, ” in his Time and Necessity (see above). |
scintillation counterArticle Free Pass
scintillation counter, radiation detector that is triggered by a flash of light (or scintillation) produced when ionizing radiation traverses certain solid or liquid substances (phosphors), among which are thallium-activated sodium iodide, zinc sulfide, and organic compounds such as anthracene incorporated into solid plastics or liquid solvents. The light flashes are converted into electric pulses by a photoelectric alloy of cesium and antimony, amplified about a million times by a photomultiplier tube, and finally counted. Sensitive to X rays, gamma rays, and charged particles, scintillation counters permit high-speed counting of particles and measurement of the energy of incident radiation.
What made you want to look up "scintillation counter"? Please share what surprised you most... | _ counterArticle Free _ _ _, _ _ _ _ _ _ _ _ _ _ (_ _) _ _ _ _ _ _ _ _ _ _ (_), _ _ _ _ - _ _ _, _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _, _ _ _ . _ _ _ _, _ _, _ _ _, _ _ _ _ - _ _ _ _ _ _ _ _ _ _ _ _ . _ _ _ _ _ _ _ " _ _ "? _ _ _ _ _ _ . . . | _ counterArticle Free Pass _ _, _ _ that _ _ _ _ _ _ _ (_ _) _ _ _ _ _ _ _ _ _ _ (_), _ _ _ _ - _ _ _, _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ . The _ _ _ _ _ _ _ _ _ _ _ _ _ _ _, _ _ a _ _ _ _ _ _, _ _ _ . _ _ _ _, _ _, _ _ _, _ _ _ _ - _ _ _ _ _ _ _ the _ _ _ _ . _ _ you _ _ _ up " _ _ "? _ _ _ _ you _ . . . | _ counterArticle Free Pass _ _, _ _ that is _ _ a _ of _ (or _) _ _ _ _ _ _ _ _ _ _ (_), _ _ are _ - _ _ _, _ _, and _ _ _ as _ _ _ _ _ _ _ _ . The _ _ are _ _ _ _ by a _ _ of _ and _, _ about a _ _ by a _ _, and finally counted . _ to _ _, _ _, and _ _, _ _ _ _ - _ _ of _ and _ of the _ of _ _ . _ _ you _ to look up " _ _ "? Please share _ _ you most . . . | _ counterArticle Free Pass _ _, _ _ that is _ by a _ of _ (or _) _ when _ _ _ certain _ or _ _ (_), _ which are _ - _ _ _, _ _, and _ _ _ as _ _ into _ _ or _ _ . The light _ are _ into electric _ by a _ _ of _ and _, _ about a _ _ by a _ _, and finally counted . _ to X _, _ _, and _ _, _ _ _ _ - _ _ of _ and _ of the energy of incident _ . What made you want to look up " _ counter "? Please share what surprised you most . . . | _ counterArticle Free Pass _ _, radiation _ that is _ by a _ of light (or _) produced when _ _ _ certain _ or _ _ (_), among which are _ - activated _ _, zinc _, and _ _ such as _ _ into solid _ or liquid _ . The light _ are _ into electric _ by a _ alloy of _ and _, _ about a million times by a _ tube, and finally counted . _ to X _, _ _, and charged _, _ counters _ high - speed counting of _ and _ of the energy of incident _ . What made you want to look up " _ counter "? Please share what surprised you most . . . | _ counterArticle Free Pass _ counter, radiation _ that is _ by a flash of light (or _) produced when _ _ _ certain solid or _ substances (_), among which are _ - activated sodium _, zinc _, and organic _ such as _ incorporated into solid plastics or liquid _ . The light flashes are _ into electric pulses by a _ alloy of _ and _, _ about a million times by a _ tube, and finally counted . _ to X _, _ _, and charged _, _ counters permit high - speed counting of _ and _ of the energy of incident radiation . What made you want to look up " _ counter "? Please share what surprised you most . . . | _ counterArticle Free Pass _ counter, radiation detector that is triggered by a flash of light (or _) produced when _ radiation _ certain solid or liquid substances (_), among which are _ - activated sodium _, zinc _, and organic compounds such as _ incorporated into solid plastics or liquid solvents . The light flashes are converted into electric pulses by a _ alloy of _ and _, _ about a million times by a _ tube, and finally counted . Sensitive to X rays, gamma rays, and charged particles, _ counters permit high - speed counting of particles and measurement of the energy of incident radiation . What made you want to look up " _ counter "? Please share what surprised you most . . . | _ counterArticle Free Pass _ counter, radiation detector that is triggered by a flash of light (or _) produced when _ radiation _ certain solid or liquid substances (_), among which are _ - activated sodium _, zinc sulfide, and organic compounds such as _ incorporated into solid plastics or liquid solvents . The light flashes are converted into electric pulses by a _ alloy of cesium and _, amplified about a million times by a _ tube, and finally counted . Sensitive to X rays, gamma rays, and charged particles, _ counters permit high - speed counting of particles and measurement of the energy of incident radiation . What made you want to look up " _ counter "? Please share what surprised you most . . . | scintillation counterArticle Free Pass scintillation counter, radiation detector that is triggered by a flash of light (or scintillation) produced when ionizing radiation traverses certain solid or liquid substances (_), among which are thallium - activated sodium iodide, zinc sulfide, and organic compounds such as _ incorporated into solid plastics or liquid solvents . The light flashes are converted into electric pulses by a photoelectric alloy of cesium and antimony, amplified about a million times by a _ tube, and finally counted . Sensitive to X rays, gamma rays, and charged particles, scintillation counters permit high - speed counting of particles and measurement of the energy of incident radiation . What made you want to look up " scintillation counter "? Please share what surprised you most . . . | scintillation counterArticle Free Pass scintillation counter, radiation detector that is triggered by a flash of light (or scintillation) produced when ionizing radiation traverses certain solid or liquid substances (phosphors), among which are thallium - activated sodium iodide, zinc sulfide, and organic compounds such as anthracene incorporated into solid plastics or liquid solvents . The light flashes are converted into electric pulses by a photoelectric alloy of cesium and antimony, amplified about a million times by a photomultiplier tube, and finally counted . Sensitive to X rays, gamma rays, and charged particles, scintillation counters permit high - speed counting of particles and measurement of the energy of incident radiation . What made you want to look up " scintillation counter "? Please share what surprised you most . . . |
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in Data Studio
Fineweb Educational Web Content 1B (Obfuscated)
Dataset Summary
This dataset is part of the CORAL 🪸 project and is derived from Fineweb-edu-1B (codelion/fineweb-edu-1B). It contains the same underlying educational web content as the original dataset, but released in several obfuscated representations.
The goal is to support research on privacy-preserving training by providing controlled views of the same corpus with reduced lexical or syntactic surface information. This dataset contains transformations such as lemmas only, nouns only, and nouns with POS tags.
Alignment with Original Dataset
- Source corpus: Fineweb-edu-1B
- Document ordering: Preserved
- Train/validation splits: Preserved
- Downloads last month
- 269
Size of downloaded dataset files:
24.7 GB
Size of the auto-converted Parquet files:
24.7 GB
Number of rows:
1,190,397