text: Our department is picking up a few decent PC's for staff. I'm wondering about the current feasibility of auto-booting in and out of Windows 2000 and Linux on a set schedule (say, out of Windows to Linux at 8pm, into Windows at 6am, or something like that). We've got a small cluster, and this would be just to augment that. Most of our jobs are migrated via MOSIX, but we are looking at some PVM/MPI code as well, and with respect to the later, will we have problems? (or would it just be a matter of making sure that the MPI/PVM jobs are initiated as processes on the primary cluster machines, since they can migrate back to "home" when the augmenting machines switch over?) I guess, what I'm looking for is some kind of logic for Lilo, or even using something like UMSDOS to start up a Linux job (to take over the system). Any experiences? best, -tony -- A.J. Rossini Rsrch. Asst. Prof. of Biostatistics BlindGlobe Networks (home/default) rossini at blindglobe.net UW Biostat/Center for AIDS Research rossini at u.washington.edu FHCRC/SCHARP/HIV Vaccine Trials Net rossini at scharp.org FHCRC: M/Tu: 206-667-7025 (fax=4812) | Voicemail is pretty sketchy CFAR: W/F: 206-731-3647 (fax=3694) | Email is far better than phone UW: Th/F: 206-543-1044 (fax=3286) | Change last 4 digits of phone for fax


text:
King of 334 MO.B.B. - Ray Charles [Rap Star Promo Submitted]
King of 334 MO.B.B. - Ray Charles
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subset: commoncrawl


text:
Definition of topi
n. - An antelope (Damaliscus corrigum jimela) having a glossy purplish brown coat. It is related to the blesbok and is native of British East Africa. Also, any of various related varieties of other districts south of the Sahara. 2
The word "topi" uses 4 letters: I O P T.
No direct anagrams for topi found in this word list.
Words formed by adding one letter before or after topi (in bold), or to iopt in any order:
a - patio c - optic picot topic h - tophi l - pilot n - pinot pinto piton point o - topoi s - posit topis v - pivot
Shorter words found within topi:
it op opt pi pit poi pot ti tip to top
List shorter words within topi, sorted by length
Words formed from any letters in topi, plus an optional blank or existing letter
List all words starting with topi, words containing topi or words ending with topi
All words formed from topi by changing one letter
Other words with the same letter pairs: to op pi
Browse words starting with topi by next letter
Previous word in list: tophus
Next word in list: topiaries
Some random words: gnocchi knack nyala spread aiglet usher my
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|2008-08-20, 17:55
|Link #201
Senior Member
Join Date: Apr 2003
Finally finished reading...I see many people have already finished reading a long time ago. Not in the deducing mood yet, so here are my thoughts about this story:
Spoiler for Main Story: Definitely better than 1/2...but Ryukishi07's bad habit of over-describing is back.:
Spoiler for tea party: Funny at start, super development in the middle:
Spoiler for ??? (Hidden Tea Party): Some time after 1986...:
Spoiler for TIPS: more afterthoughts:
It has been an awesome episode. So until next time, "see you again, have a nice day."
Last edited by Rias; 2008-08-20 at 18:45.
|2008-08-20, 23:22
|Link #202
Aspiring Aspirer
Looking through the many translation.
Really, I just like Hideyoshi, out of the parents he just seems the be the most "mature" of them all, followed by Rudolf and Kyrie.
Enju has a brother complex what is this interesting no?
|2008-08-21, 00:06
|Link #203
Asmodeus Saigo (>v<)/
I would say if I don't know Ryukishi-sensei better, I'd say he had given up on Umineko...
Due to the fact that EP3 sounds more screwed up than ever...
With the Stakes being NEET now and Some other random creeps running around on loose
Ginzo: Screw that, I'mma outta here
|2008-08-21, 00:28
|Link #205
Join Date: Aug 2007
Location: NYC, NY
Age: 41
They "happened" in the eyes of the Witches
|2008-08-21, 00:40
|Link #206
Senior Member
Join Date: Apr 2003
I guess the ultimate question is: If the meta world does behave like schrodinger's cat theory, then
That would make the story quite boring actually.
Also, seems that there are much mention that ワルギリア = Virgil. As ウェルギリウス = Vergilius, whom of course, is derived from Divine Comedy/Dante's Inferno.
|2008-08-21, 01:21
|Link #207
does not compute
Join Date: Aug 2008
I know that kuma (熊 ) = bear, but that's about as far as I got with that one. ;
I never really understood the Schrodinger's cat theory. Ehe.
Although, from what I can grasp of it, it might presumably cause things to make sense in the witches' 'claims' versus reality, if it came to that.
|2008-08-21, 01:44
|Link #208
Gomen asobase desuwa!
Join Date: Nov 2003
Age: 38
George W. Bush is the President of the United States. He is the dumbest president ever.
The red colored texts mean that the witches' and their minions' statements are true. Uncolored text are opinions.
Come to think of it, I wonder how this will be done in anime form? Red texted Japanese subtitles?
|2008-08-21, 03:30
|Link #209
No patience for fools
Join Date: Jan 2007
Location: Paris, France
Schödinger's cat is an illustration of quantum theory. You have a cat in a box, with a mechanism to kill it at a random time - completely random, in a millisecond or in a million years. The box is hermetic. Having no information about what's inside, the cat is in a state of flux: not alive, not dead, since you don't know. Once you open the box, that state of flux is over: you've observed and therefore perturbed the system, but gained information - but you don't know the state of the cat before you opened the box. The cat could have died, found Beatrice's gold, ate Maria's rose, pooped on each of the stakes' and the siestas' heads individually and turned itself inside out for all you know. All you know is what you observed, and when you observed you disturbed the system, possibly modifying the result. Meaning human consciousness can theoretically have an effect on the universe.
That's the theory.
|2008-08-21, 03:33
|Link #210
阿賀野型3番艦、矢矧 Lv168
Graphic Designer
Join Date: Mar 2006
Location: Belgium, Brussels
Age: 32
Walgiria explained that until the "box is open", the cat may or may not be alive (she used the example of a cathode ray tube of a television, which may or may not contain a gremlin). In a case where you don't have any confirmation, several statements can be considered as "truth" until you actually open the box.
This is very different to the "probatio diabolica" as you force the fact that a fact cannot be discarded as long as there is no proof against that fact. In the schrodinger theory, you are actually allowing several truths to be real, and they decrease in numbers over time, as you probably gather more and more clues/points about the case, thus, like said earlier, the observation is lead to have consequence to a said unclear case.
So, in Beato and Battler witty battle, BOTH magic and science sides are true until any of the side deliver the smashing blow.
|2008-08-21, 07:02
|Link #214
Join Date: Sep 2006
Now, it must be reminded that Battler's ~ and most likely our's, too ~ prime goal is denial of magic as a whole, and to prove that all murders are done by mere humans.
Come to think about it, by denying magic we'll be getting rid of these beautiful clothes from these murderous scenes that invloves magics...
No bravery fightings, No last touching moments of lovers. No Stake Sisters and Siesta too.
There waits us will be hidous scenes where brothers killing each other and their children for their own benefit, and Beatrice won't be there to take accusation of crimes.
... and, to make it worse, that'll be where we'll be heading in Answer arcs, unless Ryu-chan decides to make hell of twist to story.
EP3 made me realise this, and I now actually think it might be a good idea to surrender to Beato.
|2008-08-21, 07:12
|Link #215
阿賀野型3番艦、矢矧 Lv168
Graphic Designer
Join Date: Mar 2006
Location: Belgium, Brussels
Age: 32
Until we can prove that a 19th person (or more) that isn't a witch exists, it WILL be ugly (as it is hardly a matter of coincidence or accidents anyway. I honestly cannot understand how it would be an "accident" in the first 6 sacrifices case in ep3).
Thankfully, the cousins are absolutely unable to pull the strings considering their range of actions and alibi in the 3 episodes until Ryukishi is just reversing more cuckoo twists.
|2008-08-21, 07:28
|Link #216
does not compute
Join Date: Aug 2008
So, if I'm understanding this:
Schrodinger's cat theory: there are several things which could be true, based on probability (in the experiment, whether the element decays or not). As long as the true state of affairs (whether the cat is alive or dead) is unknown, the cat is both alive and dead simultaneously due to this. It is only when one is confirmed that this one becomes truth. However, by seeking to confirm this, a person interferes with the experiment, and could have influenced it just by that.
... Ah, it's still kind of confusing to apply...
Still can't really wrap my head around probatio diabolica, other than it's 'an impossible proof'. =/ These things seem a bit over my head...
|2008-08-21, 07:45
|Link #217
阿賀野型3番艦、矢矧 Lv168
Graphic Designer
Join Date: Mar 2006
Location: Belgium, Brussels
Age: 32
Correct. The theory implies that the cat is simultaneously alive and dead.
If it was the "probatio diabolica", it would be "the cat is alive until you prove it is dead!" which is used when you have absolutely no mean to prove it (vice versa, you can claim the cat is dead until there is a proof it is alive).
The theory makes the vision far much more broad in such case, and observations and random applications/interventions might change the outcome/result the observer seeked for.
|2008-08-21, 08:20
|Link #218
does not compute
Join Date: Aug 2008
The difference being that there's a way to prove it (or a way to prove it without contradicting the situation) with Schrodinger's, but not the probation diabolica?
... I sort of get Schrodinger's cat now. Thanks for taking the time to explain it.
It seems to be more applicable to Higurashi, in any case? Well, pertaining to Rika/Bernkastel's view about 'a single piece changing the outcome of a world', or the various observations or actions that can lead to certain outcomes. Actually, there was a reference to Schrodinger in one of Bernkastel's poems, wasn't there? Although I really don't know if it's significant at all...
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What kinds of "practice" create possibilities for new feminist futures? How do our everyday engagements with power complicate how we understand feminist struggle? Tina Campt uses black-feminist concepts to challenge the notion that resistance is the only way to understand the interplay between marginalized subjects and power. Focusing on archival photographs of black communities in diaspora, she explores the daily practices of black subjects whose struggles are often overlooked in an emphasis on collective and individual acts of resistance. The concept of "fugitivity" or "taking flight" emerges as a signature idiom of black diasporic culture. This can be a meaningful pathway for realizing the futures articulated by black feminist theory. Tina Campt is Ann Whitney Olin professor of Africana and Women's Gender and Sexuality Studies, and newly appointed co-director of the Barnard Center for Research on Women. She is the author of Other Germans: Black Germans and the Politics of Race, Gender and Memory in the Third Reich and Image Matters: Archive, Photography and the African Diaspora in Europe.
Information: bcrw.barnard.edu


text:
Power to the People
Don't Get Angry, Get Solutions
(page 1 of 3)
Benjamin Franklin once said, "Anger is never without reason, but seldom with a good one." Well, Ben never lived next to a constantly barking dog, drove over a canyon-size pothole or had the roots of a monkeypod tree snaking into his yard. Honoluluans have. But don't pull your hair out just yet—we've found simple solutions to some of your most nagging, everyday problems.
The poi dog next door exercises his vocal chords 25 hours a day, 8 days a week.
"Call it to the owner's attention first," says Keoni Vaughn, the manager of field services at the Hawaiian Humane Society (HHS). "Sometimes the owners have no idea their dogs are barking when they're gone." If you haven't had any success, call the HHS to report the situation. In order for your neighbor to be in violation of the animal nuisance law the dog must have barked continuously for 10 minutes, or intermittently for 30 minutes, unprovoked. The HHS will initially respond by sending a letter and educational materials for the owner. Additional complaints could lead to fines and an appearance in court. "We refer both parties to the Mediation Center of the Pacific as a good way to settle the problem," says Vaughn. "Court should always be the last resort, because no matter how many tickets we write it doesn't stop the dog from barking." Visit www.hawaiianhumane.org or call 946-2187 for more information.
Is your dog the one doing all the barking? Don't wait until your neighbors are fed up. Call the Animal Behavior Helpline at the Hawaiian Humane Society. Julie DeNucci, the organization's animal behavior coordinator, advises owners that there is no such thing as barking without cause. "There must be a reason. Maybe it's a territorial issue, or boredom or separation anxiety." The amount of training your dog needs varies. "Sometimes it's as simple as moving your dog into the house to give it a sense of security," says DeNucci. "Other times it might take a professional trainer to find out what's wrong." For more information, call 942-7297.
You just sat down for dinner with the family when telemarketers call.
The National Do Not Call Registry can help. The Federal Trade Commission created the national registry in 2003; more than 157 million phone numbers are already registered. You can enter your number online at www.donotcall.gov or call (888) 382-1222 from the number you wish to register. After you register, the telemarketers have a 31-day grace period to take your number off their list. Here's the catch: Calls from political organizations, charities and telephone surveyors will still be permitted. But at least you'll be rid of the telemarketers, and if one calls again after the grace period, you can file a complaint online. Be sure to jot down the phone number of the caller and the date and time of the call.
Because your bus was late you missed the season premiere of Lost.
Alas, TheBus is, like all vehicles, dependent on traffic conditions. However, if your bus is extremely late, you can call 848-4500 to file a complaint. You might be surprised to learn that your bus is not late but that the timetable has been revised recently. You can also complain online at www.thebus.org under the link for "Customer Comments." The online form requires the date, time and location of the incident. Or, vent via mail to Oahu Transit Service, 811 Middle St. Honolulu, HI 96819.
Web Exclusive:
7 Steps to Take Someone to Small Claims Court
1. Study the law. Check and double check that you are legally correct before you file any kind of claim.
2. Make sure your claim can be filed in the Small Claims Division. Small Claims Court handles cases for the recovery of money or property worth less than $3,500 and cases to resolve disagreements over rental security deposits.
3. Pick up the "Statement of Claim and Notice" form. There are two different forms; one for disagreements about rental security deposits, one for everything else. You can pick up the forms at the Small Claims Division (District Court of the First Circuit, 1111 Alakea St. 3rd floor).
4. File your claim. After you've filled out the appropriate form, bring it back to the Small Claims Division. It will cost $35 to file your claim and the clerk will help you prepare the necessary papers. The clerk will also set a hearing date for you no less than five days or more than 30 days away.
5. Notify the defendant. The clerk will prepare the notice stating when the defendant needs to appear in court, but you are responsible for notifying the defendant. The simplest way may be to send the statement via registered or certified mail with return receipt requested. You will need to show the judge the receipt to prove that the defendant was properly notified.
6. Prepare for the hearing. Gather evidence that can help your case, any written contracts, letters, bills, or photographs. Interview possible witnesses to support your case.
7. Present your case. Make sure have an organized way to present your facts. There are no appeals in Small Claims Court so it's important to tell the judge everything.


text:
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Indo-Pacific Journal of Phenomenology
versão On-line ISSN 1445-7377
versão impressa ISSN 2079-7222
Indo-Pac. j. phenomenol. (Online) vol.13 spe Grahamstown Set. 2013
Body, space and time - and their influences on trustful relationships in the classroom
Annika Lilja
A trustful relationship between teacher and student is fundamental when it comes to the question of what makes teaching and learning work in the classroom. Most researchers have been content with simply examining teachers' subject knowledge and teaching methods. The aim of this study is to highlight the trustful relationship between teacher and student from the teachers' point of view. Taking both experience and bodily views into account allows for another way of understanding relationships in the classroom. This is accomplished through the use of a lifeworld phenomenological approach and the concepts of the lived body, lived space and lived time described by Merleau-Ponty (1962/2008). The empirical material on which this article is based was collected by fieldwork in five different compulsory schools in Sweden. In this article I discuss how these lived aspects help to describe a multifaceted relationship. The article also shows that these lived aspects influence relationships through the organisation of activities in the classroom. The article discusses how these lived aspects influence the relationship between the teacher and the student, as well as how they influence the student's opportunities to learn in school. This study shows that these lived aspects need to be taken seriously in order for teaching and learning to work.
Trust is something that can be found on different levels in society. When it comes to school these different levels of trust are often dependent on each other. On an abstract level, trust can be seen as a generalisation of trust on the primary and interpersonal level (Seligman, 1997). On this level, trust also concerns a fundamental manner in life, a natural attitude in the lived world. Lögstrup's (1956/1992) ethical demand means that trust is natural and spontaneous. Teachers are supposed to educate the new generation. In terms of trust, the educational system is built on the condition that there is a confidence that schools are able to educate the citizens of society. On a concrete level, the citizens need to trust their own educational system and it is important that the parents of the students have confidence in the schools which their children attend. On an individual level, which is the level on which this study focused, the relationship between the teacher and the student often rests on trust.
According to Bingham and Sidorkin (2004), there is a long tradition of emphasizing social relations in connection with education. This tradition is mainly philosophical and represented by philosophers such as Aristotle, Buber, Bakhtin, Dewey, Gadamer and Heidegger. Bingham and Sidorkin (2004) argue for 'a pedagogy' of social relations connected to school practice. They state that the need for this is increasing in the school context of the Western world due to the continuing wave of educational reforms that centre on accountability and academic achievement. Most research concerning social relations focuses on how these relations influence the students' results; fewer researchers are interested in how these intersubjective relations are expressed (Aspelin & Persson, 2011; Biesta, 2009; Bingham & Sidorkin, 2004). Research examining the significance of relationships between teachers and students clearly shows that these relationships are important for the students' results and for their well-being (Jennings & Greenberg, 2009; Lee, 2007; Wentzel, Battle, Russel, & Looney, 2010). Frelin (2010) argues that the relational dimension of education, which involves the establishment and maintenance of educational relationships, is an underestimated and under-researched dimension of teachers' practice and professionalism. Her research results suggest that in order to exist, educational relationships in school often require conscious attention, rigorous work and delicate negotiations on the part of teachers. Fibaek Laursen (2004) confirms this picture in his research, which discusses teacher authenticity as the core of the teaching profession. Van Manen (1991/2003) also argues that teachers need to possess pedagogical tact, which consists of a complex mixture of abilities and competencies, in order to care of a child.
This article discusses how trustful relationships between teachers and students can be expressed. The aim is to contribute to a new way of looking at trustful relationships between teacher and student and to demonstrate that these relationships are multifaceted and complex.
Theoretical frame
The Lifeworld
This study makes use of a phenomenological lifeworld approach. This approach suggests that the lifeworld is the reality that people take for granted in their lives. The lifeworld is something more than just the physical world; it is a complex and intertwined reality. The lifeworld is connected to a subject that experiences it, but who also lives and acts in the lifeworld (Bengtsson, 1999/2005). Edmund Husserl introduced the concept of lifeworld in an epistemological context. His ambition was to find the basis for an absolute and safe ground for scientific knowledge. The concept was further developed by Martin Heidegger, who used it in an ontological project. Heidegger's ultimate aim was to understand being. Maurice Merleau-Ponty also developed the idea of the lifeworld. Merleau-Ponty sought to understand the mediation of being by perception, and the ambiguous existence of being. In this sense, Merleau-Ponty's project was also ontological (Bengtsson, 1999/2005). According to Merleau-Ponty (1962/2008) we are to-the-world. This means that it is not possible to step out of the lifeworld; people simultaneously influence the world around them and are influenced by the world around them. For a researcher, this implies that it is not possible to observe the world from the outside; instead the researcher is always part of the world. Husserl stated that humans lack distance from the world since they are primarily and spontaneously engaged in the world. Phenomena are never experienced as well-defined single objects that can be identified in a univocal way. Husserl calls this approach pre-predicative (Bengtsson, 1998).
Different relations
The 'we-relation', as Schütz (1967/1980) terms it, means that both individuals are present and aware of the other's attention. In order to reach a 'we-relation', the teacher not only needs to see the student as a student, but also needs to see the student as the child or the young person that the student is from the point of view of his or her lifeworld. This situation also relates to what Schütz (1967/1980) calls the 'thou-orientation'. When a teacher is 'thou-oriented', he or she understands different expressions of the student's experiences but the student is not directed towards the teacher. The 'thou-orientation' is thus one-sided. Schütz (1967/1980) also describes a 'they-orientation'. The object of a 'they-orientation' is a personal ideal type without any intrinsic reference to persons.
The lived body, time and space
The expression 'the lived body' is also taken from Merleau-Ponty and implies that we are our bodies. There is a difference between having a body and being a body. Our body is a subject and an object at the same time. Merleau-Ponty (1962/2008) provides a famous example of this duality:
My body, it was said, is recognized by its power to give me 'double sensations': when I touch my right hand with my left, my right hand, as an object, has the strange property of being able to feel too. We have just seen that the two hands are never simultaneously in the relationship of touched and touching each other. (p. 106)
The body is a special object. We can move other objects around and look at them from different angles but we cannot step out of our body and look at it from another direction. Our own body is the subject which moves things, and as such the body is not a thing, but the subject of the actions (Bengtsson, 1988/2001). The bodily and the mental aspects form a working unit that only can be separated by abstraction (Bengtsson, 1998). Our own body is our means of accessing the world and thus the world can only be experienced from different perspectives. The world is always given in concrete and diverse situations with open horizons (Bengtsson, 1988/2001).
Merleau-Ponty (1962/2008) also provides the concepts of lived space and lived time. As a subject, our body is not in a room like a thing. Instead, it inhabits both the room and time. Lived space and lived time arise for my body through its being-to-the-world; that is, through its interaction and communication with the world (Bengtsson, 1988/2001). The body is related to and communicates with its surroundings. Time is open and related in different directions, both forward and backward. Memory, of course, has its focus on the past and planning focuses on what is to come. Lived time is related to our lives as subjects and includes our experience of time. Lived time is not something static but is an on-going movement that relates to the individual's being-to-the world. Space and time shape themselves in front of me in my activities. The geometrical room and chronological time do not constitute the foundation of lived space and lived time. However, the geometrical room and chronological time are attempts to imagine lived space and lived time and control them with mathematical constructions (Bengtsson, 1988/2001).
Lögstrup (1956/1992) wrote about trust and the ethical demand. One of the aims of the ethical demand is that an individual has a responsibility to meet the other person in the way that is the best for him or her. A meeting is always a matter of power and of responsibility. When it comes to relationships between adults and children, the adult has more responsibility than the child to meet the other in an ethical way (Lögstrup, 1956/1992). According to Lögstrup (1956/1992), the normal way of meeting another person is to meet him or her with natural trust. Trust is more primary and fundamental than mistrust. Mistrust is something that must be pondered and justified, but this is not needed with trust. Trust is fundamental and spontaneous. It is part of being a human. Doing anything else would be hostile to life itself; our lives would wither if we met each other with mistrust. As a consequence of this, individuals take a risk in meeting another person since they expose themselves by showing trust. This way of looking at trust focuses on the natural attitude. The natural attitude implies that things and situations are taken for granted.
Despite the fact that the relationship is asymmetric, the relationship between teacher and student is something that exists between the two individuals and not within either of them. The ethical demand of Lögstrup (1956/1992) presupposes that the individual with the most power is tacitly required to use this power for the other's best. Trustful relations between the teacher and the student are a foundation for teaching and necessary for teaching to work. Trustful relationships in school are necessarily mutual; if they are not mutual then they cease to be trustful relationships. Relationships built on mutual trust often withstand challenges.
Participants in the study
The four participants in the study are teachers1 who teach classes in Swedish compulsory schools. Karen has been a teacher for 30 years and at the time of the observations she taught ten-year-old students. Susanna has been a teacher for nine years and her students are seven and eight years old. Nils has been a teacher for eight years and his students are between twelve and fifteen years. He teaches Swedish and English. Sophie's students were twelve to thirteen years old during the observations. She has been a teacher for twelve years. These teachers were invited to participate in the study because they teach in the Swedish compulsory school system and because they work in schools situated in different types of residential and socio-economic areas.
The students in the classes were asked if they wanted to participate in the study and their parents were also asked and gave their permission. The teacher, the student and his/her parents all signed consent forms.
Context of the study
The smallest school included in the study has approximately 170 students, while the largest school has about 700 students. One school is situated in a well-off area, while the other schools are situated in mixed areas. One of the schools has a large number of students from foreign countries. The schools themselves were not engaged in the study as the research was agreed upon by the teachers and the researcher. However, the headmasters did approve the observations.
Empirical data collection
In this study observations were selected as the method of data collection. The lifeworld phenomenological approach does not specify a particular method of data collection. Instead, the method chosen should best suit the research question and the current lifeworld ontology. Interviews were considered as a method of data collection. However, a conversation about trustful relations must always take place in retrospect and there is thus a risk that the discussion will focus on how the teachers want things to be rather than on what is actually happening. Using observations to collect data gives the researcher an opportunity to participate in people's lifeworlds. Observations are conducted while things are happening and it is therefore possible to observe both what teachers and students say, their gestures and facial expressions, and their actions. Since one of the aims of this study was to describe how a trustful relation between teacher and students can be expressed, it was decided that observations would be the most suitable method of data collection.
Each teacher was observed for some 30 hours during a period of approximately four months. In parallel with the observations, unstructured dialogues were also conducted with the teachers and with the students. The observations were written during class-time and the notes were typed the same day. The first interpretation was consequently done in the classroom when selecting what episode to observe and how to understand this episode. This was then followed by further interpretations during the analysis work. The teachers were given the chance to read the notes from the observations. Some of the teachers read all the notes and some of the teachers just read the notes from the first few of days. None of the teachers expressed any opinions about the notes. During the period of observation there were a lot of opportunities to discuss what happened in the classroom with the teachers and sometimes with the students.
For this article, selections of situations from four teachers in the study have been used to describe how the lived aspects of the body, space and time are of importance for the possibility of establishing trustful relations.
This study is based on the assumption that actions, both verbal and non-verbal, directed towards the other, have meaning and can be interpreted. The actions observed in this study are viewed as an ongoing process that continues as long as the cooperation between the teacher and the pupil continues. The philosophy of Heidegger (1993) is a philosophy of action. He established the concept of pre-understanding, which implies that individuals are all already thrown into a world of meaning and must understand everything from within this world. Heidegger (1993) suggests that since actions are central for our existence, it is by actions that we understand each other. Heidegger (1993) also suggests that we understand the other both in the situation in which they are encountered and by the actions they perform (Johansson, 1999).
The lifeworld phenomenological approach has no fixed model for analysing empirical material (Bengtsson, 1999/2005). Instead, flexibility in relation to the phenomena (i.e., what is shown to the researcher) is considered important. For this study, the analysis process was similar to the hermeneutical circle and involved a constant oscillation between the part and the whole. This process took place during several readings of and discussions about the notes based on the observations. The aim within the lifeworld phenomenological approach is to try to understand the participants as subjects in a particular environment (Bengtsson, 2013).
This study takes its position from a lifeworld approach and the aim was therefore not to discover the subjective meaning of the participants' statements or behaviour. Instead, the study focused on that which was expressed, on the meaning seen in a special situation, in a specific context, at a particular time and in relation to other people (Bengtsson, 2013).
The lived body
Susanna is one of the teachers at Oak School. Her pupils are seven and eight years old. This afternoon, she only has her grade one students in the classroom, ten children in total. The other students in class have already finished their school day and are now in after-school recreation. The group spends about forty minutes filling in their development plans2. When this is done they give the plans to Susanna. Once she has received all the papers, she asks the students to form a circle standing on the floor. They are going to jump in "2-leaps", which was their homework last week. They jump 2-4-6 and so on until 20. After that, they stand with their backs towards the centre of the ring and jump backwards until they are all in a clump in the middle, 20-18-16 and so on. Then it is time for the "5-leaps".
-Now, all of you can be cool, Susanna says.
Click your fingers while we count.
-I have an idea, Cornelia says. Half of us click our fingers and say five, and the rest clap their hands and say ten.
-Okay, let's do as Cornelia suggests, Susanna says. And the group of children starts counting in 5-leaps up to a hundred, while clicking and clapping.
After this, the students are quite exhilarated. Susanna lowers her voice and says that she wants them to fetch their reading books.
This situation serves as an example of Susanna using the students' lived body for a few different reasons. One of the reasons is that she wants the students to learn by feeling the 2- and 5-leaps in their body. It is a way to become familiar with numbers and they need this familiarity in order to be able to count and use the different rules of arithmetic. It is also a matter of organisation in the classroom; after having been seated at their desks for about 40 minutes concentrating and writing their development plans, the children need a break to be able to concentrate on reading their prescribed books, which they are going to do next. When Susanna regards her students' needs, she makes it possible for them to do what she thinks they need in order to learn in both mathematics and reading. Susanna views her students as embodied subjects; this is a part of her natural attitude. The students are not objects for her in this situation, as students can be when they and the teacher are in a 'they-orientation' (Schütz, 1967/1980). In this situation, the lived body is a subject in which both the body and the mind form a working unit. Susanna organises the lesson in a way that she believes gives the students the best chance of learning. By using time from the lesson to let the students learn number sense with the whole body, she makes a decision that results in students learning and enjoying the lesson. In this way, more students learnt and enjoyed the lesson than what would have occurred if she had just used a part of the students' lived bodies, the cognitive part, as is mostly done in school. The students in Susanna's class can trust that she does all that she can to give them the best possible opportunity to learn. According to the ethical demand, Susanna, who has the power to organise the lesson, has a responsibility to arrange the students' opportunities to learn in the way that is best for her students. The students in Susanna's class have been with her for one and a half years and know that she organises their learning in this way. This is not something that the students reflect on; instead it seems to belong to the students' natural attitude.
Nils works at Pine School. He is a Swedish and English teacher for seventh, eighth and ninth grade students. This lesson is with his eighth grade students and the subject is Swedish. When we arrive in the classroom, the chairs are on the desks and Nils starts to take them down while the students arrive. It is not quiet in the classroom when the lesson starts. Nils stands beside two boys who are talking and he puts his hands on their shoulders and asks them to be quiet. He then moves a bit and stands in front of the whiteboard. He just stands still waiting for the class. After a while, all the students turn towards Nils and are quiet. He says hello and starts to talk about an essay the class has been writing.
By just standing and waiting he tells the class, without using words, that he wants their attention. After a while, they notice and do as Nils expects. Before this situation, waiting in front of the class, he turns to two boys and by putting his hands on their shoulders while asking them to be quiet, he reaches them in a closer way than if he just had talked to them. He uses his body to communicate with his students and this gives more emphasis than just the distanced communication of his voice. The lived body is related to and influenced by its surroundings. All the students know that they are supposed to be quiet when the lesson starts but they also understand that when someone just stands there looking at them in a classroom, it may mean that this person wants something. They understand his body language as well as knowing the rules of a lesson. It is the teacher's responsibility to see to it that the lesson starts.
In this situation the teacher first has a 'we-relation' with the boys he asks to be quiet. For a few seconds both parties are present and aware of each other. Then he has a 'thou-orientation' towards his students. He is aware of their experiences of this particular situation, he knows that they know that a lesson is about to begin. He is also aware of the students' expectations of him, that he is the one who will start the work. This is a part of their natural attitude. If Nils did not take this responsibility there would have been less time for the students to learn Swedish and their trust in the teacher's ability to give them opportunities to learn would presumably decrease. This would probably also influence the trustful relation between the teacher and the students.
Lived space
At Elm School, Karen is a teacher and her students are ten years old and in the fourth grade. Every morning they start the school day with silent reading, each one reading from his or her own book, for about 20 minutes. Karen also reads while the students read. Before the lesson starts, Karen opens the classroom and turns on the CD-player and plays some calm music. While she prepares for the day in another building, her students arrive in the classroom. At eight o'clock, the lesson starts without Karen saying anything. She lights two candles and starts reading and so do the students. The music is still playing.
Karen tells me that she wants the day to start in a peaceful way and she uses the music and the candles to create a space of calm in the grey and boring classroom. The classroom is situated in a temporary pavilion that is set up in the schoolyard. Karen thinks this gives the students a good start to the day and that this gives them good opportunities to learn. By creating this peaceful room she is also creating something special for her students; they are worth the music and the candles. The students like this cosy start to the day, although they probably do not reflect on what Karen arranges for them. She also organises a good space for reading. The lived space is cosy and calm, even though the classroom is dull. The lived space appears before the students through their interaction with the room they inhabit.
A trustful relation between teacher and students is a foundation that allows teaching and learning to work. By exerting herself and creating a room that she thinks is good for her students, Karen sees her students not only as students but as individuals that are influenced by the surroundings. Karen takes responsibility for their learning environment, hoping to support the students' feelings of well-being as well as the opportunities for them to improve their reading ability. The students in Karen's class can trust that their teacher wants and works for their best in different ways. During this time she looks at them not only as cognitive beings, but also as lived bodies. By arranging the classroom in a way that she thinks is better for her students, she fulfils an ethical demand.
Sophie works at Spruce School, which is a big school with students aged six to fifteen. Sophie's students are in the sixth grade and their classroom borders a big corridor where the oldest students in the school walk and sit during the school day.
After a break, the class starts to work immediately. They are supposed to look in their OW-books3 to know what work to do. Most students take their books and walk away from the classroom. They spread out in other spaces, such as small group rooms, the corridor and a study hall. Those who want help from the teacher stay in the classroom and those who think that they can manage on their own are allowed to work elsewhere. Sophie finds all of the students during the lesson because she takes a walk to the other spaces.
Sophie tells me that this way of organising the lessons works because she knows the students. She has been their teacher since third grade, and she trusts them. She also has a control system at the end of every week. She wants them to learn to take more and more responsibility for their own work and by using spaces other than the classroom, where the pupils can work without the teacher's inspecting eyes, she gives them responsibility and independence. This class occurs in September, the beginning of the autumn term. Later, in November, when I come to the school after a two-week break in observations, things have changed.
When it is time for a lesson with their 'own work', Sophie tells the class that they all must stay and work in the classroom. She has been away for training for two weeks and the class has had a supply teacher. During this period, the students have not taken responsibility for their own work. Sophie tells them that she is disappointed.
Sophie uses different rooms in the school in order to help the students learn how to take responsibility for their own work. This method of organisation works in a good way since it is built upon trust between the teacher and her students. When she is away, this system breaks down as the students, according to Sophie, do not have the same trust in the supply teacher and the supply teacher probably does not have the same trust in the students. The supply teacher is not important enough for the students to do what is expected of them during lessons. They take advantage of the situation and play around and chat instead of doing their work. They do not learn what they are supposed to learn. When Sophie comes back, she has to do something. She shows them that she is disappointed and that her trust in their ability to take responsibility for their own work is broken. To prevent the students from continuing to play around instead of working, Sophie wants them to stay in the classroom. She wants to encourage her students to work during the lessons and she uses the classroom to reach them all.
The room is shaped in front of the students by their activities. The corridor and the study-hall were rooms for work but then became rooms for chat and play instead of for work. The classroom remains a room for work. The teacher is there to see that the students work. Without saying or doing anything special there is an interaction between Sophie and her students that inhabits the room. Trust was initially mutual but in this case the teacher lost her trust in the students' wishes to take responsibility for their work. Her responsibility is to make sure that the students do their work in order to be able to learn. To accomplish this Sophie uses lived space. She gave the students her trust to do their work outside the classroom so they could create rooms for study through their lived relations in the room.
Lived time
The example mentioned above, when Nils has to wait for his students to become silent, is what happens in most classrooms, including Karen's classroom. All the students are sitting at their desks after the break but they are speaking and they are not facing towards the teacher.
- It's time to start now, Karen says. But she still has to wait.
- Okay, she says. Now I want you to feel that the break is over and that the lesson has started. She still has to wait another second before it is quiet in the room.
Time is lived but it is chronological time that shows when it is time for the lesson to start. However, Karen's students are still in 'break time'. Different dimensions of time, the past, the present and the future, are experienced in varying ways by different persons. In the example above, the students still have a break, while Karen is ready to begin, eager to use the time for the students' learning. The moment is experienced in different ways. The lived time is not static, but an on-going movement that relates to each particular being-to-the world. Time-for-break is supposed to become time-for-work and it is Karen's responsibility to make this happen. In a trustful relationship, the students in Karen's class can depend on their teacher taking the responsibility for starting the lesson and Karen can trust that the students will respond to the request and move from 'break time' to 'lesson time'. This is what happens several times every day in both the students' and the teachers' school lives. When this interaction between teacher and class works, it is a trustful relationship; this procedure is a part of the natural attitude.
The school day is organised into lessons and breaks, and it is the clock and the teacher that give the signal for when it is time for another activity. As the time is shaped in front of the various individuals in their activities, a lesson can feel like an eternity for a student but for the teacher it is too little time for everything he or she wants to accomplish. It is of importance that the teacher is aware of the students' lived time and of how the students experience time. For teaching to work, the teacher needs to handle this knowledge in a way that leads forward so that possibilities for learning can be achieved.
Another example occurs in Nils' teaching in Pine School. It is a Wednesday afternoon in springtime. The ninth-grade students are taking their national tests in Swedish. The lesson is just about to end but before the students leave, Nils says to them:
-First lesson tomorrow morning, we will have another test like this. Last Thursday, only four of you came on time, and tomorrow I may be fair and wait for five minutes, but then I will lock the door and I won't open it until the lesson ends.
In this situation, both the teacher and the students have a 'thou-orientation'; both parties see the other's experiences from within his or her own stream of consciousness. Nils talks to the class as a whole and the students look at him and listen. What is shown in this situation is a seriousness and frankness from the teacher and from the students.
Most students in this class are late for their lesson. What they are doing during the break is more important to them than the lesson, even though they have national tests. Maybe they allow themselves to stay in break time longer than the schedule allows because they do it together, the students' lived time is dependent upon their interaction with the world. To lock the door is a simple way to make the students understand that it is the chronological time that rules, not the students' lived time. It is also a way of showing the students that the lessons and their learning are important. Furthermore, it is a way to show that those who arrive on time deserve to write their test in peace and quiet. Since many of the students do not respect the time when the lesson starts, Nils has to organise his teaching in such a way to ensure that they arrive on time.
Nils takes responsibility for doing what is best for the students and tries to put an end to them being late. He probably understands his students' situation and he also realises that if he does not act, there is a risk that these students will continue to be late. That would not be optimum for their opportunities to learn. In a trustful relationship the students in Nils' class take for granted that their teacher organises the teaching in a way that is for their best.
Often, when discussing teaching and learning, the relationship between the teacher and the subject content and the relationship between the student and the subject content are highlighted. The results in this study show that the relationship between the teacher and the student is also important both in terms of the student's opportunities to learn as well as in terms of the student's wellbeing. A trustful relationship is a necessary condition for teaching and learning to work.
In the ethical demand, as Lögstrup (1956/1992) describes it, trust is fundamental and spontaneous. It is also presupposed that the one with most power (the teacher in the school context) uses this power for the best interest of the other (the student). This is what the teachers in this study do in the described situations. They do not only think about teaching their subject and simply expecting their students to learn. They care about the whole student, not only in relation to learning but also in relation to the student's wellbeing. The students can trust that the teachers follow the ethical demand. In a pre-predictive way the teachers accept and use the fact that the body, space and time are lived. The exception is the situation when Sophie's class had a supply teacher for two weeks. According to Sophie, the supply teacher and the class did not establish a trustful relationship; instead both parties mistrusted each other. Notwithstanding the fact that the ideals of accountability, efficiency, best practice and results currently dominate schooling in the Western world (Bingham & Sidorkin, 2006), the teachers in this study show their engagement and their genuine will to create a way of teaching that is in the students' best interests. They are aware of and take into account the students' lived bodies and the meaning of lived space and lived time. The effort to find the balance between freedom and control is constantly present. In this work, the teachers' ambition to understand their students as whole human beings in the world is a valuable resource; for example, being aware of the needs of the students' path through school and creating as good an opportunity as possible for the students to learn. A limitation in this study is, of course, that the teachers who participated are teachers who feel so confident in their work and have such good relationships with their students that they want to open their classrooms to an observer. Not all teachers are able to or interested in creating trustful relationships with their students to the same extent as the teachers in this study.
Using these excerpts showing common situations from different classrooms, I want to emphasise both how trustful relationships between teacher and student can be expressed and how the lived aspects of the body, space and time form part of a trustful relationship. The results show that the lived notions open up a many-sided picture of these relationships. The notion of 'lived' indicates that these aspects are not something static but an on-going movement that relates to the individuals' being-to-the-world. Cognitions and body are intertwined in the teachers' activities. As mentioned earlier, these trustful relationships cannot be taken for granted. Instead, they are something that the teachers in the study work with almost all the time, both while teaching and during breaks. The teacher works in a pre-predictive way. In other words, his or her experience is a part of a whole and the relational work is often performed without the teacher thinking about this work. We understand the other directly, without searching in the life of our inner soul and also without searching in the other's inner life. We perceive the other directly without using cognitive means (Bengtsson, 1988/2001, 1999/2005).
I want to stress that these lived aspects of trustful relationships also influence how work in school is organised. For example, when the teacher realises that her students are tired after sitting at their desks and that they need to move, or when the teacher organises a grey and dull classroom in such a way that it becomes a pleasant and attractive working environment, or when the teacher understands that his students' lived time needs to be interrupted by him. These lived aspects influence the relationship between the teacher and the students when the teacher talks to the student without using words and when the teacher uses different spaces to give the students responsibility. They influence the students' conditions for learning when the teacher takes responsibility for the working environment, both when it comes to the physical space and to the relationships between the students. They also influence the relationships between the teacher and the students in the classroom by ensuring that the teachers gives independence when possible and sets boundaries when necessary.
The method used in this study involved the observation of five teachers' work with their students. Using this method in a lifeworld phenomenological approach gives an opportunity to describe what is shown, as the lifeworld is connected to a subject that experiences it but also lives and acts in it (Bengtsson, 1988/2001). The strength of a method that involves observation is that it gives access to what the teachers actually do when teaching and not only what they say that they do. However, when taking notes there is a risk that episodes are missed while writing about earlier happenings. Video recording could be a method that decreases this risk.
When a particular individual's lived experience is not taken into consideration the trustful relationship does not work and the teacher must put a lot of time and energy into controlling the students, asking them to be quiet, to listen and to work. Controlling the students is part of the teacher's responsibility but the control must be combined with trust by taking the lived experiences of the student into consideration. The students need to trust that the teacher has their best interests in mind in relation to their learning and their working environment, as well as in relation to the relationships between the teacher and the students and the relationships between the students.
Relational work is a large part of teaching, and it requires the teachers' attention, rigorous work and negotiations (Frelin, 2010). There is thus a need for more research in this area. The purpose of school is to help students reach the goals in the national curriculum, and trustful relationships between teachers and students form a crucial part of the journey of achieving these goals. The lived aspects are important tools in making this journey as good as possible for the student. Relational work is a big part of teaching and it is therefore important that these aspects (such as describing how relationships between teachers and students in school can be expressed) receive as much research attention as things such as subject content and teaching methods. These situations show that teaching and learning in school are not mechanical acts that can be planned in detail.
It is clear that we all are to the world, although in different ways. Teaching and learning are acts that are influenced by the teacher's and the students' lifeworlds.
Referencing Format
Lilja. A. (2013). Body, space and time - and their influences on trustful relationships in the classroom. Indo-Pacific Journal of Phenomenology, 13 (Special Edition, September: Lifeworld Approach for Empirical Research in Education - the Gothenburg Tradition), 10 pp. doi: 10.2989/IPJP.2013.13.2.5.1179
Aspelin, J., & Persson, S. (2011). Om relationell pedagogik. [About relational pedagogy]. Malmö, Sweden: Gleerups.
Bengtsson, J. (1988/2001). Sammanflätningar, fenomenologi från Husserl till Merleau-Ponty. [Intertwinings. Husserl's and Merleau-Ponty's phenomenology]. Göteborg, Sweden: Daidalos. [ Links ]
Bengtsson, J. (1998). Fenomenologiska utflykter. Människa och vetenskap ur ett livsvärldsperspektiv [Phenomenological excursions. Human beings and scientific research from a lifeworld perspective]. Göteborg, Sweden: Daidalos. [ Links ]
Bengtsson, J. (1999/2005). En livsvärldsansats för pedagogisk forskning. In J. Bengtsson, (Ed.), Med livsvärlden som grund. [With the lifeworld as ground. Contributions to the development of a phenomenological lifeworld approach in empirical educational research] (pp. 9-58). Lund, Sweden: Studentlitteratur.
Bengtsson, J. (2013). With the lifeworld as ground. A research approach for empirical research in education: The Gothenburg tradition. Indo-Pacific Journal of Phenomenology, 13 (Special Edition, September: Lifeworld Approach for Empirical Research in Education - the Gothenburg Tradition), 18 pp. doi: 10.2989/IPJP.2013.13. 2.4.1178 [ Links ]
Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation & Accountability, 21(1), 33-46. [ Links ]
Bingham, C., & Sidorkin, A. M. (2004). No education without relation. New York, NY: Peter Lang Pub. [ Links ]
Fibaek Laursen, P. (2004). Den autentiske läraren. Bli en bra och effektiv undervisare - om du vill. [The authentic teacher. Be a good and effective educator - if you want]. Stockholm, Sweden: Liber. [ Links ]
Frelin, A. (2010). Teachers relational practices and professionality. Unpublished doctoral thesis, Institutionen för didaktik, Uppsala universitet, Uppsala, Sweden. [ Links ]
Heidegger, M. (1993). Varat och tiden [Time and being] (R. Matz, Trans). Göteborg, Sweden: Daidalos. (Original work published in 1927). [ Links ]
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. [ Links ]
Johansson, E. (1999). Etik i små barns värld. Om vården och normer bland de yngsta barnen i förskolan. [Ethics in small children's world. Values and norms among the youngest children in preschool]. Unpublished doctoral thesis, Acta Universitatis Gothoburgensis, Göteborg, Sweden. [ Links ]
Lee, S. J. (2007). The relations between the student-teacher trust relationship and school success in the case of Korean middle schools. Educational Studies, 33(2), 209-216. [ Links ]
Lögstrup, K, E. (1956/1992). Det etiska kravet. [The ethical demand]. Göteborg, Sweden: Daidalos. [ Links ]
Merleau-Ponty, M. (1962/2008). Phenomenology of perception (K. Paul, Trans). London, United Kingdom: Routledge. [ Links ]
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About the Author
Annika Lilja (PhD) works in the Department of Pedagogical, Curricular and Professional Studies at the University of Gothenburg, Sweden. She also serves as a manager of school development and teacher in an elementary school in Partille, Sweden. E-mail address: email@example.com
1 Teachers who work in grades one to five or six in Sweden commonly teach most subjects.
2 All students in Swedish compulsory schools have a development plan. This plan describes the student's goals in school and is filled in by the student and the teacher at least once each term. The development plan is discussed in a meeting between the student, the student's parents and the teacher, also once every term.
3 Own-work book is a book where the students plan what to do during the week to reach the goals that the teachers have set.


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text: Geoff Jacobs wrote: > *throws on his scalliwag hat* > And also many inappropriate languages, such as Intercal, APL, BrainF***, > or even Perl when you're on a caffeine buzz. > *removes hat* Hey ... I like that +/vector is a sum reduction over a variable named vector, and it can do it on the outermost index. Don't knock APL, it was designed for calculation. That it was also as arcane in its syntax as possible, as well as being insanely terse in its implementation. Still, any language that allows you to model a physical system in 4 lines of code and gives you meaningful answers cannot be all bad. I ... just ... dont ... want ... to ... use ... it ...... again. Ever. As for Perl, I have written several HPC apps in it. You use Perl as the wrapper/glue for the parts written in C/others. Use it to interface to the OS, and do all the things you shouldn't be doing in C/others anyway. Works really well. About 6 years ago we were demonstrating something like 80x on 84 CPUs, and around 200x on 256 CPUs with it. Don't knock the language, it is incredibly powerful. I just would not use it for time sensitive calculations, just as I would not use Java, Python, or Ruby for such things. But for stitching together applications? Its hard to beat. Python is pretty good at this too, and NumPy and other tools make this simple. I see lots of Perl bashing from people who raise what they perceive to to be its negatives, though their points could be made about any language for the most part, and their specificity to Perl is incorrect at best. Just shows the commenter's biases. > I don't see what the question is. We don't know the requirements for the > software to be written, so it's sorta hard to evaluate against them. If We know something of the task. As it is in implementat decision phase, it would be good to understand the code issues, design, goals, ... > the library is handling most of the computation, I can't see how using a > VM language will really be of concern. Performance, or specifically, lack of it. Microbenchmarks of the language not-withstanding, OO languages tend to have an abstraction penalty (C++) compared to non-OO. The abstraction makes programming easier, and it makes getting performance harder. Then there are the preferred implementation decisions such as object factories and inheritance which pretty much prevent you from insuring that you have well aligned data structures, which SSE requires for good performance, or simple function pointer to function mapping. If you call a function many times, and you have to walk a pointer tree over your set of objects that you are iterating over for each calculation, this makes these function calls expensive. You have to start using tricks to effectively unwind the inheritance trees, see if you have overloaded the functions, before you can finally dispatch them. Optimizing these pointer trees, which usually only exist at run time, is a nightmare if you have to deal with multiple inheritance and overloading. > If you have access to a trained Java programmer who's a whiz with JNI, > go for it. If the people you can lay your hands on use C++, use that. I would suggest waiting until you have a good strong idea of what algorithms the code is going to use, how it will be implemented. If you can use libraries that do all the heavy lifting and do it well, you can likely stitch your application together using stuff that already works well. Then you might be able to use the OO language to build the app from there. -- Joseph Landman, Ph.D Founder and CEO Scalable Informatics LLC, email: landman at scalableinformatics.com web : http://www.scalableinformatics.com phone: +1 734 786 8423 fax : +1 734 786 8452 or +1 866 888 3112 cell : +1 734 612 4615


text:
Start FREE Parking and Passing Rules Montana (MT) 2016 Now:
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A solid yellow line next to a broken yellow line means that vehicles:
You are correct!
In general, you should pass vehicles going in the same direction as you are going
The law requires that we drive on the right side of the road. When passing is allowed, we usually pass other vehicles on the left. Passing on the right is permitted only in limited circumstances, and should be done only when necessary and safe to do so.
When passing another vehicle, it is safe to return to your lane if you:
You are correct!
You are driving in the middle lane on a three lane expressway. A car begins to pass you on the right. The actions of that driver are
Before you pass on the right on multilane roads such as expressways, make sure you check your mirrors, use the proper signals for lane change, and look over your right shoulder for other vehicles.
In which of the following situations is passing always forbidden:
he law requires you to use directional or hand signals at least 100 feet (30 m) before making a lane change. You may never pass a vehicle which has stopped at a crosswalk to allow a pedestrian to cross.
What does it mean when a school bus is stopped and its red lights are flashing
When a stopped school bus flashes its red light(s), traffic approaching from either direction, even in front of the school and in school parking lots, must stop before reaching the bus. You should stop at least 20 feet (6 m) away from the bus.
You may pass another vehicle on the right if it is waiting to :
You should usually pass other vehicles on the left, but passing on the right is allowed in certain situations.
If you plan to pass another vehicle, you should:
You are correct !
You may drive off from the paved roadway to pass another vehicle:
You are correct!
You may cross double yellow lines to pass another vehicle if the:
You are correct!
When you want to overtake and pass another vehicle you should:
If conditions are right for passing, check in your mirrors and signal your lane change. Before pulling into the left lane, glance briefly over your left shoulder, through the rear side window, to make sure no vehicle is passing you or close behind you in.
After you have passed a car you should return to the right lane when you:
When passing, move completely into the left lane. Before returning to the right lane, signal and look at your interior rearview mirror and make sure you can see the front bumper of the vehicle you just passed.
The car behind you begins to pass you. You should:
If another vehicle passes you on the left, slow down slightly and keep to the right. When the vehicle has safely passed and is well ahead of you, resume your normal speed.
A driver may park in a space reserved for people with disabilities if the vehicle displays license plates for the disabled
It is illegal for any vehicle to park, stop, or stand in a space reserved for the disabled unless it has license plates for the disabled issued by the DMV. the vehicle must actually be in use to transport the disabled person named in the registration.
When parking your vehicle parallel to the curb on a level street:
You are correct!
Before you leave a parking space which is parallel to the curb you should:
To pull out of a parallel parking space, make sure your wheels are straight, back up to the vehicle behind you, and turn your wheels away from the curb. pull out into the traffic lane only when it is safe to do so.
A NO PARKING sign at a certain location means:
A NO PARKING sign means you may stop only temporarily to load or unload merchandise or passengers.
A NO STOPPING sign means that, unless directed to do so by a policeman, you may stop only
A NO STOPPING sign means you may stop only in order to obey a traffic sign, signal or officer, or to avoid conflicts with other vehicles.
Assuming that the street is level, what should you do after you have finished parallel parking in a space between two other cars
Straighten your wheels, and pull forward. Allow room for the vehicles ahead and behind you to get out. In your final parking position, your wheels must be no more than one foot (30 cm) from the curb.
It is illegal to park your vehicle:
You are correct!
You may not park your vehicle
You are correct!
A NO STANDING sign at a certain location means:
A NO STANDING sign means you may stop only temporarily to load or unload passengers.
You may never park:
Parking, standing or stopping is not allowed: Within 15 feet (5 m) of a fire hydrant, unless a licensed driver remains in the vehicle to move it in an emergency. On a sidewalk or in a crosswalk.
If you are parked parallel to the curb, you may get out of the car on the traffic side
After parking, remember that you may not open the door on the road side if it will interfere with traffic.
In a parking space reserved for people with disabilities, a non-disabled driver
It is illegal for any vehicle to park, stop, or stand in a space reserved for the disabled unless it has license plates for the disabled issued by the DMV


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Buying an engagement ring does not have to be a dreaded experience. With the right amount of knowledge about what to look for in a ring along with your enthusiasm for asking the girl of your dreams to marry you, this can be a pleasant exercise to combine your newly discovered ring skill with the money you have available. to spend. In this article, you will learn the most important things you should consider when choosing an engagement ring for your beloved. Start by reading the first step to get ready to choose the perfect engagement ring for your future bride.
Method 1
Plan to Buy the Best Ring
Take a look at your current jewelry to determine your general preferences. Choosing a ring is a complicated proposition: you want to get something that your girlfriend loves but you also want it to be a surprise. The best way to do it is to see what other rings and jewelry you love to use. You do not have to be an expert in jewelry. Instead, stay alert to the following trends:
- Style: Do you prefer colorful and vibrant pieces or discreet, austere and traditional styles?
- Color: towards which stones does it seem to gravitate? Does it lean more towards color or does it usually keep it simple with white, silver and gold?
- Bands: the band is the metal that holds the stones in place. Does it point to silver, gold or white? Or are you interested in more fashionable and unusual designs and materials?
- Size: How big are the stones or pieces in most of your jewelry? Do you like smaller and discreet jewels or large and ostentatious rings?
Use clues, your family and friends to draw ideas for potential engagement rings. Even if you take good notes of your current jewelry, many women have particular ideas about their perfect engagement rings. As you approach the big question, consider the following:
- Make a comment about a friend's engagement ring and ask her preferences at the same time. You can say something like "I think Maria's engagement ring was a bit ostentatious. What do you think?"
- Ask for ideas to your family and friends. Have you talked about rings or jewelry that you like?
- Determine your opinion about diamonds. Are you a passionate supporter of fair trade and human rights? Make sure you look for recycled gold and conflict-free diamonds as part of your election process.
Talk to her about alternative stones if you do not think she is interested in diamonds. Diamonds make up almost 90% of all the engagement rings sold, but they are not your only option. Many people, who are discouraged by illegal "blood diamonds", the low intrinsic value of diamonds (which companies inflate artificially) and the relative preponderance of a diamond ring, have opted for alternative stones. You could consider:
- Sapphires: this intense blue stone is the second most common for engagement rings.
- Emeralds: they are bright green stones so you probably want to make sure you like the color before buying it.
- Colored diamonds: yes, they are still diamonds, but yellow, black and pink-dyed diamonds give the ring a unique style while at the same time remaining traditional in a certain way.
Consider committing first and then go buy the "real ring" together. When you are going to spend so much money on a ring, you must make sure that you will like it. Nowadays, men ask for a marriage without a ring, with a simple band of commitment, with more and more frequency and then they go to buy the ring of truth as a couple. This ensures that she gets the ring she wants without all the pressure of choosing something so expensive on her own. Men do not usually buy jewelry and, in general, are less equipped to determine a woman's taste, so work together!
Method 02
Choose the Band
Choose the right metal for the band. The band is the circular part of the ring that goes around the finger. It is usually made of gold, silver or platinum, although it can be made from some other combination of metals. Take note that, since metals rub and wear against each other, you should only use rings of the same metal next to each other. Look at his collection of current jewels to get an idea of what he prefers, differentiating the three most common metals:
Gold is yellow and orange in its natural state and is usually alloyed with another metal to give it more durability. Some people prefer the lighter yellow color of less pure gold, such as 14 or 10 carats, since the reflection of yellow will slightly tint the diamond.
- White gold is gold deliberately alloyed with metals to give the mixture a whitish color and must be plated with another metal (rhodium is common) to give it a shiny and silvery appearance. This plate fades but some jewelers occasionally replace the rings that have sold if you ask for it in advance.
- Platinum is hard, strong and naturally silvery but will fade slightly with wear, which is not necessarily a problem. Because a gold setting will make a diamond look slightly yellow, it is a waste of money to buy a diamond of a very high color classification to place it in a gold band.
- Silver is less common but it is also less expensive. It is usually alloyed with another metal to preserve its strength and brightness.
Choose the right band style for your partner, from fresh and trendy to simple and traditional. Once you know the correct metal, you still have some options with the band anyway. Often, you have a bewildering number of options, from classic and simple bands to twisted, wrapped bands or other unique designs.
- Do you want other stones embedded in the band or just metal?
- Do you want a thick band that shows more stones or metal or a thin band?
Consider the "setting" or how the stone will be embedded in the band. The setting can be "clawed" or "invisible". A setting with a bevel, or at least six claws to give it some redundancy, is safer for a ring that is used during a significant level of activity, although it is possible that some women prefer less metal in between the stone.
Choose the right size . Choosing the band size is an important part of choosing the right engagement ring. One way you can find out the size is to take one of the rings that your girlfriend uses a lot and take it to a jeweler to find out the size (as long as she does not have time to realize she is not). If you can not take one of your rings, try the following:
- Trace the inside of the ring on a piece of paper and then use it to figure out the size
- Place the ring on your finger and then mark it with a ballpoint pen or marker as far as it goes
- If you buy a ring without your girlfriend participating in the decision, you may be unhappy with the shape, color or other elements. Consider it very well since it is the ring that you will use for the rest of your life together. On the other hand, some brides are disappointed if they ask for marriage without the ring. Ask the jeweler if it is possible to make a change if you really do not like your selection.
- A Claddagh ring is a traditional Irish engagement ring and diamonds can be added. If your Irish background is important to her, this is a romantic and beautiful option.
- If your girlfriend has a sister or close friend, take her with you to give you advice.
- If you're buying an Internet ring, just buy round settings. You will not be able to see the flaws in other designs.
- If you have a close relationship with your mother, you probably know what you will like.
- Ask your girlfriend about the ring but do not make it too obvious that you plan to ask her to marry. For example, ask "What types of rings do you like?" Do not ask something like "If I were to ask you for marriage, what kind of ring would you like?" This will make it too obvious.
- The ring designs you should consider include engravings, filigree, pavé, micro pavé and milgrain.
- You may prefer to have a different gemstone in the center of the ring. A ring of three stones with diamonds on each side of a colored gemstone can be an impressive engagement ring. Rubies and sapphires are durable but emeralds are more delicate. These stones are also much more expensive than traditional diamond selection. Again, clarity is also important in these stones and the color must be vivid and intense.
- Which metal to choose? The most popular used for engagement rings are white gold, yellow gold and platinum. These metals are very durable and, therefore, are suitable for jewelry that will be used for many years.
- If you are going to buy an Internet ring and you are looking for a diamond shape that is not round, make sure you can see an image of the specific diamond that you are going to buy so that you can judge the shape.


text:
For sale is a used, but in very good shape Uniden BCD436HP handheld scanner. The 436 is a great scanner. It's a scanner I've tried very hard to like, but just can't seem to get a good feel for it.
Have had the scanner for about three months. Some dust has gotten in behind the display screen, and as you can see from the picture, the flap covering the GPS and USB ports is missing. These two "issues" in no way diminish the functionality of the scanner. It performs flawlessly.
Included is the 436, antenna, SMA to BNC adapter, USB cable, belt clip and hand strap. Batteries NOT included.
Payment by Paypal only. Will ONLY ship via USPS to continental US addresses.
Feel free to ask any questions you may have.
jdepalm1, guess i didn't receive your pm. pls resend. thanks
Ok message sent
i guess the pm's aren't getting through.
Found message. reply sent
Sent you a message
Sent you a reply.


text:
Curing HIV Removes the Scars of the Past
Selected Research Highlight From CROI 2013
March 25, 2013
One small but encouraging piece of news about the lone adult considered cured of HIV, Timothy Brown, was to be found in a presentation by Joyce Sanchez from the University of Minnesota (abstract, webcast -- second in session). Sanchez's study focused on lymphoid structure abnormalities in people with HIV, particularly fibrotic (scarring) damage to lymph tissue resulting from persistent HIV replication and associated immune activation. The extent of lymph tissue fibrosis can be quantified by measuring collagen deposition using imaging techniques. Sanchez showed that in gut lymph tissue, even HIV controllers (individuals with low viral loads in the absence of ART) have levels of collagen deposition that are higher than those of uninfected individuals (15.9% compared with 7%). However, samples from Timothy Brown showed levels of collagen deposition comparable to the uninfected study participants (6.8%), consistent with studies showing no HIV activity in his body (despite the occasional detection of viral genetic material that was reported last year).
Richard Jefferys is the coordinator of the Michael Palm HIV Basic Science, Vaccines & Prevention Project Weblog at the Treatment Action Group (TAG). The original blog post may be viewed here.
Related Stories
Small Percentage of Adults Who Receive Rapid HIV Treatment Following Infection Might Achieve "Functional Cure," French Researchers Say
This article was provided by Treatment Action Group. It is a part of the publication Michael Palm HIV Basic Science, Vaccines & Cure Project.
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HMRC is phasing in its landmark Making Tax Digital (MTD) regime.
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text:
In InfoWorld's recent Compensation Survey for IT, we crunched the numbers and ended up with a clear picture of the major trends. Overall, the respondents said they were satisfied with their salaries, bonuses, stock options, and training. But were they happy?
In a special tribute to Labor Day, InfoWorld followed up with some of those same people, as well as many others, and asked them to be even more specific in describing their work lives. Our questions followed up on several of the trends suggested by our survey: Are you working harder? Are you under more pressure? What about your sense of job security?
The answers to these questions were mixed. For the most part, our interviewees described their work environment as more pressure-filled than ever. But they also appear to be getting the kind of support, in both money and resources, to maintain a decent level of job satisfaction. Are IT people gluttons for punishment? Or do they simply know how to leverage their smarts to survive?
Wised-up work habits
Rohm & Haas provides a typical example of how new, innovative work strategies can help. A global chemical company with 18,000 employees and a full-time IT staff of 600 and another 300 contract IT workers, Rohm & Haas takes the cliché "work smarter not harder" to heart by using a combination of standardization, outsourcing, and software-as--a-service to maintain a work routine that averages 40 to 45 hours per week for its IT staff.
"Our goal is to make sure technology is used to make us more business-flexible," says Scott Megill, enterprise architect and program manager at Rohm & Haas.
"The budgets don't increase so we have to do more with the money we have. But we are not pushing the people," Megill says. Instead, the company is pushing to become more operationally efficient.
One way Rohm & Haas is doing that is by outsourcing work that lacks strategic value. The question Megill often asks is: "Could someone else do this job more easily and at a lower cost than we could?" For example, says, Megill, several years back they decided to offload e-mail to an outsourcer. "We are a chemical company. Why should we maintain staff that knows how to fight spam?"
Another way R & H keeps operational costs down is by standardizing: Lenovo for all desktops and broad deployment of SAP R/3 on the enterprise software side.
"We now have a single global instance of SAP and that is the backbone of our IT infrastructure," Megill says. Using SAP as the primary tool to support the business and a successful migration from mainframes to 100 percent WinTel servers on the back end has helped Rohm & Haas IT staffers maintain a relatively normal workweek.
Economies of scale
Standardization is also how Text 100, a global public relations firm, is keeping operational costs and IT staff hours under control.
Text 100 uses similar desktops and servers throughout the organization, which maintains 30 offices worldwide, according to Brad Bartman, global IT support manager.
"If a server failed a few years ago it would be difficult for me to hand that over to someone when it was time to go home. Now it is easy to do a handover thanks to standardized servers. Someone in Australia can take over the issue and handle it from there," Bartman says.
Collaboration technology is another key component in today's IT infrastructure. Text 100 regularly launches collaborative test projects across regions in preparation for large, simultaneous rollouts across countries and multiple languages.
"We use portal technology as the collaborative method. Using it to track things, as far as documentation on what people are experiencing in different countries, Gannt charts to track projects, and calendars as well," Bartman says.
Another large enterprise with 2,500 IT employees, which prefers to remain anonymous, is also using standardization to great effect. "The goal is to try and leverage the various divisional efforts to identify opportunities for standards or at the very least publish a repository of patterns and best practices," says one the company's lead enterprise architects. "We're trying to trim the fat out of our SDLC [Systems Development Life Cycle] processes and maintenance processes without necessarily looking for additional automation."
Application efficiencies
Even when you squeeze every drop of value out of current systems, sometimes you need to invest in new technology in order to work smarter, says Rick Faszold, manager of systems at St. Anthony's Medical Center in St. Louis. Using Microsoft's SoftGrid application virtualization technology has reduced system crashes by 75 percent, says Faszold.
"Because the applications are containerized I can run anything I want to run together with far fewer system crashes," Faszold says.
Prior to SoftGrid, Faszold estimates St. Anthony's spent about 1,500 people-hours a year fixing systems due to software problems.
SoftGrid works by keeping the applications from touching the registry and the Windows system directories, while allowing the application to load everything it needs to run.
Despite Faszold's best efforts at reducing operational hours via technology, the competitive nature of the health care industry is taking its toll. His staff has gone from putting in an average of 50 hours per week two years ago to 58 hours per week now.
Doing the right thing
Overall, our interviews left us with the impression that today's companies are far hipper than even ten years ago in making concerted efforts to keep worker satisfaction high, long hours notwithstanding.
The InfoWorld 2007 Compensation Survey found that among IT staff, more than 80 percent of employees were "satisfied" to "very satisfied" with the balance between work fulfillment and salary. In fact, among IT staff, 71 percent said they were fairly compensated.
Part of the reason for that may be that many companies have learned to treat their workers with respect. "It is incumbent upon management to figure out ways to support people, because workloads are tough. We had to realize we are still people with families," Faszold says. For example, St. Anthony's offers extra time off to take care of family needs.
Despite IT managers' claims that doing more with less has not put a great strain on their departments, employers do demand more from new hires, favoring candidates with skill sets considerably broader than was the rule in past eras.
"Companies are looking for people who can ride multiple horses," says Kevin Haugh, senior director of products at talent management company Workstream. IT people need to have more than one competency, says Haugh, and not just in technology. With the increase in outsourcing, good management skills among permanent employees who work on-site are more highly valued.
Stacey Epstein, vice president of marketing at Success Factors, concurs. Epstein says that, while it's important to make the most of the talent you have, it's also critical that you avoid overworking people. "You won't get where you want to go by telling people they need to work another four hours," she says. Managing talent and rewarding people for hitting goals is the way to go.
And it's more important than ever to keep people happy. Recent interviews with IT managers and talent management executives indicate that a major talent war is occurring in IT. The reasons? Baby boomers are retiring and the educational system is not replacing them fast enough. And the relentless pace of technology creates demand for those well versed in the latest and greatest (AJAX programmers are the current stars).
Yes, as our compensation survey indicates, stress in IT may be high. But when hasn't it been that way? Working in IT is all about adapting to change, and if our random sample is any indication, InfoWorld's readers are coping pretty well. They're even getting paid for the extra effort.
Join the CIO New Zealand group on LinkedIn. The group is open to CIOs, IT Directors, COOs, CTOs and senior IT managers.


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Fri Aug 04, 2017 11:00 am
the games code
i don't want to offend anybody, but how well written and optimized is this game?
Good grief, I hope not, Nathan. That would be a bloody daft idea.
You build on top of it. You don't give them the code....... or if you do you license it and only give them code that's relevant to their own tasks. I believe that's how Cry Engine and UDK do it.
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