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5 Inexplicably Creepy Episodes of Family Friendly TV Shows
If you think that watching nothing but family-friendly shows with your children or younger siblings is hell, imagine what it must be like to actually make those things for a living. It'd be like having the Dora the Explorer theme stuck in your head all day, every day, for the rest of your life. That's probably why sometimes, the makers of these cartoons or sitcoms flip out and decide to create something nightmarish in an apparent "screw you" to the audience.
But what's surprising is that these episodes then get greenlit and air on national television. Like ...
#5. Family Matters -- Urkel's Satanic Doll Doppelganger Murders Everyone
Family Matters was ostensibly a sitcom about the elevator operator from Perfect Strangers, Harriette Winslow, and her cop husband, but it soon became centered on their impossibly annoying nerd neighbor, Steve Urkel. In a season 8 Halloween episode, Urkel decides he wants to become a ventriloquist and gets a doll that looks like a smaller plastic version of him, which is a terrifying enough premise, but then things start getting more batshit insane by the minute.
"I hide in plain sight, Mr. White."
Early in the episode, Urkel's doll gets struck by lightning and comes alive. The doll, "Stevil," talks in a satanic voice and informs Urkel that he is going to murder the Winslow family. And then he totally fucking does it: He sucks Eddie into the chimney, runs down the kids in Urkel's car, dismembers Laura and hides her body parts in the cupboards, and finally decapitates the mom and turns her into a goddamn jack-in-the-box.
Which is a legitimately impressive achievement for someone with rigid plastic fingers.
Urkel is relieved to find Carl in one piece and tries to explain what happened, but realizes that the man is sounding a little weird -- at this point, Carl falls to the side, dead, revealing that Stevil has been using him as a human puppet.
We really hope he cut open a new hole to do that.
Urkel manages to rip the doll apart, but it eerily pulls itself back together and starts choking Urkel to death. Then Urkel wakes up from his dream ... but it turns out the horror isn't over. In the following season, Stevil emerges from the toilet one day with a mission to steal the family's souls.
"You will all drown in a hell made of your own shit for all of eternity."
This time, Stevil brings along an evil Carl doll, "Carlsbad," which leads to one of the most deranged scenes in television: the dance-off competition between the two satanic soul-stealing ventriloquist dolls.
With Urkel a soulless husk, it's now up to Carl to fight off the two midgets dressed in doll costumes and throw them out the window, at the same time erasing any leftover goodwill the actor had from appearing in the first Die Hard. The evil dolls are gone for good, but then a possessed Urkel wakes up and, talking in the same creepy voice as Stevil, sucks Carl's soul out of his face.
Seriously, imagine if this was the first episode of the show you'd ever watched.
Then Carl wakes up ... which is actually the most terrifying part of the episode. Unless Urkel described Stevil in extreme detail to Carl, explaining how he could look exactly the same in both dreams, that means the dolls are actually some sort of nightmare creature jumping from dream to dream, weakening people by forcing them to watch the murder of everyone they love before stealing their souls. Thankfully, this was the show's last season, so we never got to see this horror happen to the rest of the family.
#4. Pokemon -- The Banned Gun Episode
Via Fanpop.com
We've talked before about the many banned episodes of Pokemon, but there's one that didn't need distasteful racial stereotypes or a male character mocking the breast size of a child to be considered offensive. The problem with "The Legend of Dratini" is that it's full of guns -- more importantly, guns being pointed and fired at children. It's likely for this reason that the episode was never even dubbed in English.
"... the most powerful handgun in the world, and would blow your head clean off, you've got to ask yourself one question: Do I feel lucky?"
The episode begins with Ash and the crew singing as they take a stroll through the Safari Zone (a nature reserve for rare Pokemon), when an old man bursts out of a house and tells them to shut the hell up. Ash asks the man what his problem is, and the man demonstrates exactly that by pulling out a six-shooter and asking if the kids "want to get shot." For singing, in a cartoon for 10-year-olds. Later, he straight up shoots at other kids for standing on top of a sign -- they turn out to be evil, but he doesn't know that yet.
"Stand still, I can't see shit with my eyes closed all the time."
The guy is actually the warden of the Safari Zone, which somehow makes it acceptable for him to pull guns on kids. He does it again when explaining the rules of the zone, basically threatening to murder Ash and his friends if they break any of those rules.
"Yes, cower in fear at my gun. Even though you have a literal army of monsters in your pocket."
Later, Team Rocket captures the old man to find out where he's hiding the fabled Dratini Pokemon, and for some reason they also have guns, and point them directly at his face.
That's when "Stuck in the Middle With You" by Stealers Wheel started playing.
What the hell? Since when do modern guns exist in the Pokemon universe, and why would people even need them in a world of magical biological weapons? Suddenly it's like everyone has them, as if the writers were setting things up to make some point about guns and violence, but then decided to scrap that in favor of another musical number.
Anyway, James and Meowth from Team Rocket interrogate the old man, but he still refuses to tell them where to find the missing Pokemon. Then Jessie, a teenage girl, according to the show, offers herself to him in exchange for the information, and he seems intrigued by the idea.
"I'll also throw in six pounds of uncut meth."
However, the warden ultimately turns down her kind offer. If only James had kept those oversized boobs from that other banned episode, they might have had more luck.
#3. The Fresh Prince of Bel-Air -- Will Gets Shot, Carlton Loses It
Via Zap2it.com
The Fresh Prince of Bel-Air was about the wacky escapades of Will Smith (Will Smith), who moves from the streets of West Philadelphia to his uncle's mansion in the richest part of Los Angeles to escape an ass-whoopin'. Even when the show had a message, it rarely felt heavy-handed: At the end of the episode, Will would joke about Uncle Phil being fat and Phil would joke about Will being a moron, and everything would go back to normal.
Well, except that one time shit got real, and stayed that way. In the season 5 episode "Bullets Over Bel-Air," we see Will and Carlton getting money from an ATM and exchanging their usual good-natured quips, when an off-camera gunman orders them to hand over the money.
"Shit! We're all going to have to move to Aspen now!"
When Carlton struggles to get more money out of his pocket, the gunman decides that first-degree murder would be more fun than waiting for his slow ass and shoots him, but Will manages to push Carlton aside and takes the bullet for him. There's no laugh track or anything: We see the gun being fired and then the scene goes to black.
And then two solid hours of Carlton screaming, "He's fucking dead! I'm in hell! Heeeelllll!"
The bullet barely misses Will's spine and he survives, but later, in the hospital, we find out that Carlton was seriously traumatized and has been packing heat ever since the incident. Will flips out and tells Carlton to give him the gun, reminding him that he just saved his life so he sort of owes him a favor. When he refuses, Will begins to tear up and screams at him, "YOU OWE ME!" The still angry Carlton then drops the gun at the foot of the bed before storming out.
Will then picks it up and fires six shots into the back of his unsuspecting cousin.
Upon emptying the bullets, Will buries his head in his hands and then ... that's it. End of the episode. Stick around for a new Two Guys and a Girl.
"Nooo, I hate that show!"
Before the ATM scene, this appeared to be a completely normal episode about Will, Carlton and Uncle Phil going camping, but from one minute to the next, it turns into a depressing drama with a bleak ending. The conflict between Will and Carlton is completely unresolved: For all we know, Carlton went out and bought himself a rocket launcher this time. We also never find out if the gunman was ever found, or if Will ever stopped having nightmares about the shooting (he has one in the episode), or if the nurses thought it was weird that Will had a loaded gun on his bed.
We get that they were trying to leave us with an important message here: Namely, "Look at Will Smith get all dramatic, wouldn't he be great for your movie about space aliens?"


text:
I want to be able to create addons for any game, the example I will use is League of Legends. With addons I mean, for example when my level integer changes I want to play a sound in the background.
The programming language I want to use is C#.
What I want to know is how I'm able to read my level integer inside C#, from there on I should be able to do anything I want.
What I've found out is, with a program like Cheat Engine you can look for memory values and adresses inside your RAM. And I think there is a way to assign a variable in C# to the value of a memory adress. But how can I find the value of my level in the first place? The memory adress might change each time I start the game or even level up. I think it has something to do with pointers, but where do I find the pointer?
But the biggest problem is that I can't even find some values I look for iside the memory. Maybe it encrypts the values? How can I find out what it does and where it puts it? An example is Flash games. If you look for the variable money that has a value of 100 you need to multiply it by 8 and look for 800 iside the memory of that process.
- How do I find the correct memory adress each time?
- How do I find out the way it might save a variable?
I'll give any extra information about the problem if you want.

subset: commoncrawl


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Monday, August 17, 2009
You've Come A Long Way, Baby!
Now we are about to take our last two babies to college this week and start a new chapter in our marriage. I know we are going to miss them, but the best thing is we still have lots of great times to look forward to together. Steve and I still really enjoy each other and we have a lot of fun together. After we get adjusted to the change, it will almost be like we are starting all over and we get to do all the things couples do when they don't have kids yet. We were only married for two years before Ashley was born, so we never really had much time for just the two of us.
Since we are in the middle of planning Ashley's wedding, I have been thinking about how different weddings are today from when we got married back in 1985. Weddings back then (at least around here) just weren't the huge productions that they are today. Here are just a few differences and similarities between the wedding I had and the wedding Ashley is going to have:
My dad was the pastor of our church, so he walked me down the aisle, then performed the wedding ceremony. My dad, Ashley's grandfather, will also perform her wedding ceremony.
I had over 500 people at my wedding and a full choir sang. Ashley will have between 250-300 people at her wedding and she thinks that is stretching it.
Steve looks relieved that the whole thing is over in this picture. He was pretty nervous standing before so many people. And my dad tied the knot reeeeaaallllly tight! haha
We had our reception in the fellowship hall of a church. Ashley will have her reception at a country club.
Our cake was made by a friend of ours who made cakes. She gave it to us as her wedding gift to us. It was just a basic white cake, but I thought it was so good because I loved her icing. Ashley's cake will have many layers and they will all taste different!
There was no dancing at our reception...just more of a meet and greet. Ashley will have a DJ and a dance floor.
I did my own hair, make-up, and nails before the wedding. I just used a curling iron and some of my own fingernail polish. Ashley and all her bridesmaids will make a day out of getting their hair and make up done.
We had a few dips and finger sandwiches and little quiches and maybe some chicken drumettes along with punch and nuts at our reception. Our church dietician made everything. Ashley will have her reception catered.
My dress cost about $300.00. Ashley's costs....way more than that!!
My bridesmaids dresses were rainbow colors, made out of taffeta, had puffy sleeves, were tea length and the girls wore white hose and dyed to match shoes. Yep...it screamed 80's!!! Ashley's dresses are burgandy and very classic.
We went to a little hotel in Myrtle Beach for our honeymoon and thought we were so grown up to check into that hotel as husband and wife. Ashley and John are going to an extremely nice resort in the Carribean.
Times sure have changed. I thought my wedding was wonderful. It was a day full of happy memories and lots of love from our family and friends. It was nothing like the wedding my daughter will have. But I'm hoping when she looks back on her special day, the main thing she will remember about it was the happiness and joy and love she felt as she and John started their new life together.
We still have that even after 24 years!! I love you, Steve!
18 comments:
- Love Being a Nonny said...
What a great post! All three of ours were married in 18 months...the last one was June 2008. It is so true about the differences in weddings now. Weddings in 1975 were mints and punch and nuts in the fellowship hall. NOW everything is big and everyone serves a meal. $$$$$$$ I loved our three kid's weddings though. They were fun, God filled and beautiful!!
Happy Anniversary. We were only married two years before our first was born. They were all born in under 4 years. When they all left the nest, we were in our 40s. Once we got adjusted, it was great. Life is one big honeymoon. Enjoy!
I am having a Target card giveaway today. Check it out!
- August 17, 2009 at 9:55 AM
- Becky said...
You too are just adorable and look so in love! You've only just begun! Life is so good!
Happy Anniversary!!
- August 17, 2009 at 11:23 AM
- Megan L Hutchings said...
I loved this post and all of the pictures you included :)!
One of my favorite things about our wedding was that we got married in the same church as my parents and I used some of my mom's dress in mine.
Enjoy this new and exciting time!
- August 17, 2009 at 11:31 AM
- Carrie B said...
You are a year ahead of us in this life journey. This will be our youngests senior year and then after 24 years we too will be empty nesters.
Happy Anniversary!
- August 17, 2009 at 11:56 AM
- Holly said...
What a great accompishment! Especially in todays world! Awesome! You are a great couple, and I'm sure Ashley and John will be too!
- August 17, 2009 at 12:28 PM
- Nancy said...
Happy Anniversary! I loved reading your post today.
We had our first when we had been married about 19 months so I can relate to not having as much time together BK (before kids). We have a bit of time before our nest is empty, but we'll watch to see all of the fun things y'all get to do together again!!!
- August 17, 2009 at 2:47 PM
- Christal said...
WHat a beautiful couple love the pics! Happy anniversary love the differences over the years! You guys are such examples of what a great marriage is! You always have fun all of you! You'll continue to just have more fun everyday!
- August 17, 2009 at 3:51 PM
- Alise Nettles said...
I love this post! You were and are still so beautiful and I still can't believe that you and steve have four kids that are now all college age and older. You two are such an incredible example for so many of us and we appreciate you guys so much! love you!
- August 17, 2009 at 4:32 PM
- Faith said...
So very sweet!! Happy Anniversary to you two. You have come a long way and have so many blessings from the Lord. Hope y'all had an awesome day celebrating!
- August 17, 2009 at 6:56 PM
- Kelley said...
Happy Anniversary! I loved wedding reading your story!
- August 17, 2009 at 7:00 PM
- Heather said...
Happy Anniversary!! COngrats on 24 years, what a sweet post! What a godly example you set for your kids!! May the Lord bless you with many more years together!!
- August 17, 2009 at 7:04 PM
- petrii said...
I didn't realize until this post how much Steve and Mark look alike. Wow they look a lot alike.
Ashley's wedding sounds like a dream wedding for sure.
Have a Blessed week,
- August 17, 2009 at 9:13 PM
- Girl with the Curlz said...
Happy Anniversary to you both.
- August 17, 2009 at 9:22 PM
- Lana said...
Happy Anniversary! Wow...24 years, that is awesome!! This was such a great post...I loved reading the similarities and differences between your wedding and Ashley's wedding! I hope you had a GREAT day!
- August 17, 2009 at 9:30 PM
- Meagan said...
Congratulations beautiful! I am so excited for you and Steve (and a little sad too)! I am happy and excited for your many years of marriage and for the opportunities you will get as your life takes a turn... and a little sad because I know having an empty nest will be a very big adjustment! It is VERY evident that y'all are such a close family and I know that you might have an "empty nest" but I have a feeling that your family will only grow and you'll be seeing them around on the weekends A LOT! :-) I have come to admire you and your family so much and I am excited to see y'all grow in change in such positive and exciting ways! I hope you have a wonderful start to a wonderful school year! I'll be praying for you as your last two head off to school and as you prepare to welcome a son-in-law to the family! :-) Sending smiles and Happy thoughts your way!!! ;-) Have a week as wonderful as you are!!
- August 17, 2009 at 10:46 PM
- Kim@Seasons of My Heart said...
Happy Anniversary my friend!! We just celebrated our 22 on Aug. 15th...and it was interesting reading your post...and things TRULY have changed!!
I'll be thinking about you...as you enter this 'new season'.
Praying that God richly blessed you with MANY...more happy years!!!
- August 18, 2009 at 12:54 PM
- Leigh Ann said...
This is SOOO sweet, Betsy. I know what you mean. Weddings are SO different than my 1994 church wedding, reception in the church gym that was transformed with lattices and tulle! I wouldn't change it though. I know Ashley's wedding will be gorgeous. I can hardly wait to see the pictures!
- August 18, 2009 at 10:40 PM
- Jacquie said...
Happy Anniversary!!
You're right... weddings these days are WAY different than ours were!
- August 20, 2009 at 9:47 PM


text:
Possible Duplicate:
Can you help me with my software licensing question?
We are a small but global group of companies. We have an office in the USA and we have a dollar account. How legal is it to buy USA softawe for use in the USA and UK? We use Citrix XenApp/Terminal Server so it's all rather grey to start with.
Primarily, it's Adobe software which for reasons better known to Adobe (greed?) costs the same in dollars as UK pounds. So you can buy Adobe Master Collection for $2,499 but it costs the same in pounds - but import would be be nearly £1,000 cheaper.
Cheers, Rob.


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Laura Pauline Raines Stamey, 64
Published: Sunday, December 2, 2012 at 4:30 a.m.
Last Modified: Saturday, December 1, 2012 at 4:31 p.m.
ROSMAN - Laura Pauline Raines Stamey, 64 of Rosman died Wednesday, November 28, 2012.
Funeral services for Mrs. Stamey will be held Monday at 2:00pm at Moody-Connolly Funeral Home Chapel. Interment will follow at Mount Moriah-Calvert Cemetery. The family will receive friends Sunday evening from 7:00pm until 9:00pm at the funeral home.
On line condolences may be left at www.moodyconnollyfuneralhome.com
Moody-Connolly Funeral Home and Crematory is caring for the family
Reader comments posted to this article may be published in our print edition. All rights reserved. This copyrighted material may not be re-published without permission. Links are encouraged.


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I thrive in nature, it grounds and centers me. I believe age is only a number. Cresting 60 myself and a former flower child. :-) Animal...
Naturewoman is a 66yr-old single woman in Campbellford, OntarioView Profile


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WEIRTON - Weirton City Council has re-enacted a portion of city code in order to comply with a federal mandate concerning stormwater management and surface water discharge in the city.
Council passed the first reading of an amended 25-page ordinance on Monday by a vote of 5-0. Councilmembers David Dalrymple and Ronnie Jones were not in attendance.
The city has been mandated to enact such legislation by the federal and state governments in order to comply with the Clean Water Act. Under the federal mandate, municipalities are required to control illicit discharges to storm drain systems, reduce pollutants in stormwater discharges, control stormwater runoff through improvements to the stormwater collection system.
Article Video
The goal is to improve water quality in streams receiving stormwater discharges and eliminate flooding as a result of stormwater accumulation.
Before passage, Ward 4 Councilman George Ash expressed concern with the wording of one portion of the ordinance.
Section 956.03 of the ordinance initially required a super majority vote in order to set any user fees to recover the costs of implementing the stormwater control systems. Ash noted, under the city's charter, Weirton City Council is to pass legislation only by a majority vote.
Article Photos
Members of Weirton City Council continue to work toward full compliance with a federally mandated stormwater regulation system. Discussing it and other business during a recent meeting are, from left, Councilman Fred Marsh, Councilman Chuck Wright, Mayor George Kondik and City Manager Valerie Means. -- Craig Howell
"Therefore, I think we're in violation of our city charter by doing that," Ash said.
City Attorney Vince Gurrera agreed with Ash's assessment.
The portion of the ordinance was amended to now read "the city council shall, by ordinance, set user fees which will recover from users their fair share of costs for use of the stormwater system by property within the service area. Such user fees will be for the operation and maintenance of, improvements to, necessary additions to, and environmental compliance programs for the stormwater system."
It was noted by members of council passage of the ordinance has not implemented any fees on city residents at this time.
Weirton City Council has been working for the last several years to become fully compliant with the requirements of the federal mandate.
(Howell can be contacted at email@example.com, and followed via Twitter @CHowellWDT)


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Okay I understand that it cannot be explained to a 5 year old. But, how do you explain the logarithm to primary school students?
Roughly speaking, a logarithm is like the the number of digits in a decimal number.
The notion that a "general understanding of logarithms is out of the question at such a young age" is greatly skewed by our adult numerical perception. Much research suggests that children perceive magnitude through a logarithmically increasing function.1 A child's approach and performance in various estimation tasks shows that the shift towards a linear numerical conception occurs in stages. Preschoolers only linearize the numbers 0-10. Kindergarteners through 2nd graders linearize up to 100. From 2nd to 6th grade, the most significant change occurs: in studies involving tasks with the numbers 0-1000, 2nd graders consistently relied on a logarithmic model while 6th graders consistently relied on a linear model.2,3 Strikingly, indigenous peoples unexposed to a linear notion of numbers perceive quantity in an entirely logarithmic fashion at all ages.4
In a sense, Junior "knows" his stuff. He lives in his wild 'n cray logarithmic world where a unit measure isn't fixed. And by the way, you did too...
...until you were violated by formal math. Forget your so-called "natural numbers." To teach junior we must first make sure we understand logarithms intuitively rather than computationally.
Get a "Feelin'" for the 'Rithm
Let's say I give you a cookie, and then I give you second cookie. How much more cookie do you have? "One cookie, clearly."
What if I give you a third cookie? How much more cookie do you have? "Again, one..."
Please humor me once more: Is cookie three as much "cookie" as cookie two?
What if we add a fourth? If we try to feel "cookie" amount logarithmically, we can see a parallel with what we intuitively know as marginal utility. A young child sees all quantities in this relative fashion. (See the number line above.) A two person party feels like a huge leap from a party of one, but the jump from five to six just doesn't impress.
Even we slip up if we jump up a few magnitudes: \$1 to \$100? Woah buddy! \$1,000,000 to \$1,000,100? Psh.
So... how do you go about explaining logarithms to a child? With cookies of course! ;D
Totally Sweet Explanation of Logarithms
Let's say we have a baker, who makes cookies! This baker has a "powerful" oven. When the heat is low and he puts in one cookie, after one minute the cookie bursts into two cookies! Another minute later, each of those cookies burst into two again. With every minute, it happens again and again! So if the baker leaves his oven on for a long time, his whole bakery will fill with cookies! The baker can also set the oven to high. When he does this, each cookie in the oven turns to three after each minute. The baker uses those tools and to make numbers grow faster. Just like the baker we have tools to make numbers grow very fast. The fastest is called the "power" and it works just like the oven, except with more notches Instead of two or three cookies imagine five cookies popping up every time from every cookie! We can also put in more cookies at the beginning meaning even more at the end! If we keep using "power" our number gets bigger and bigger going, upwards until we can't even see how high it goes:
Now that baker... he loves cookies, especially his first. His second too, but not as much as the first. As he gets to his fifth he feels full, but man, those cookies are still pretty yummy, so he might have one more, but then after the hundredth cookie, the next cookie isn't that special, its almost the same as the ten before. Logarithms look the way the baker feels about eating that next cookie. There's a big change in the beginning because the having the first after the second is really good, as but then the 101th is barely better than the 100th.
After a while, the cookies aren't so much more exciting than the ones before. How far the hand reaches changes less and less. The cookies keep on growing more and more and more, but after a while we can't get any happier or excited than we already are. So they're a special type of opposites. We call this opposite of power/exponent in math a logarithm.
Now let's say the baker comes to our house and bakes cookies for us. After 10 minutes the whole house fills up with cookies! The baker can't remember what happened, so we investigate. The baker had set the oven to a temperature, put some cookies in, and waited 10 minutes. Maybe he set the temperature too high. We go check the oven and see it set on low. That means he must have put in too many cookies! But how many cookies? Since we're trying to think backwards from the really fast growing of the cookies (in the power oven), we need to use the opposite way of thinking... this opposite is called a logarithm. If we count up all the cookies and use that number with the temperature and put it into the calculator, we can use a logarithm button to find out how many cookies the baker started with. Why do we need a calculator? Because sometimes there are just too many cookies. ;)
If you want to explain logarithms to primary school students, I think you'll want to teach them exponents first.
Try showing them a sequence of multiplied numbers, and telling them to count the occurences:
$2_1 \cdot 2_2 \cdot 2_3 \cdot 2_4 \cdot 2_5$
The number of occurrences they count is the exponent, and that $2 \cdot 2 \cdot 2 \cdot 2 \cdot 2$ is equal to $2^5$
Then, show them that if they only know that 2 to the power of something was 32, they can use a log, where you put the base, like $\log_2$, and then the value, like $\log_232$, and that is equal to the number of occurences.
I don't know if it's a good idea to go further than that with primary school students, but try it anyways.
Hope that helps.
You first show them what you do with multiplication: $$ \underbrace{7+7+7}_\text{3 times} = 21, $$ and you write $3\times7=21$.
Now when your operation is multiplication,
$$ \underbrace{7\times7\times7}_\text{3 times} = 343 $$ and you write $7^3=343$. Then number $3$ here is $\log_7343$.
Why not use a (eventually simplified or paper made) slide rule? Show the children how to multiply to get them interested and explain why it works (possibly measuring the lengths with an ordinary rule).
Let's elaborate a little on this (supposing that the children know well how to add and multiply) :
"Why, this is so simple a five-year-old child could understand it! Go find me a five- year-old child." Groucho Marx
The base-$2$ logarithm of $64$ is how many times you have to multiply by $2$ in order to multiply by $64$.
$$ \underbrace{2\times2\times2\times2\times2\times2}_\text{There are 6 of these} = 64. $$
$\log_2 64 = 6$.
NOTICE: "base-2" does NOT here refer to a base-2 numeral system, but to a base-2 logarithm. All the excitement in the comments seems to have been about missing that point.
When I was very young (under 10) my father taught me logarithms in base 10. The log of powers of ten was clear, and then he told me that interpolation was possible.
A practical application (which actually raised my questions) was chemistry. We were experimenting with acids and bases (and voltaic piles) and so understanding pH was a requirement.
Never underestimate the passion that a child can put in learning new fascinating things!
Put on a line, in equal distances, the numbers 1, 10, 100, 1000 and so on, and explain we wedge the other numbers in between, as appropriate (in a stretched way, like the powers of 10). The base 10 logarithm is the distance from origin.
Not all five-year-olds are alike, because some of them will go on to be physicists and biologists and others will be, say, driving a truck when they're 45.
Some forty-five-year-olds cannot understand logarithms, and some five-year-olds are going to be among those people in forty years.
On the other hand, a sufficiently bright five-year-old may well explain logarithms to you.
For the bulk of five year olds, it would probably be best to first teach them the concept of a function, and then the concept of a function's inverse. If the five-year-olds can grok functions and inverse functions, and the concept of exponentiation, then logarithms can be introduced as simply inverse functions of exponentiation: combine something you already know, with something else you already know.
The way I learned was pretty simple... First, know exponents (repeated multiplication).
So, to what power do you have to raise the base to get the number?
This is the logarithm function.
Explain it using all the concets that is required, the age of student does not change the nature of logarithm, have it in notes that they can refer to time and time again.
I have seen 6 years olds beat grown ups in chess, hell Maguns Carlsen was kikcing serious butt when was 10 and by 13 he was a Grandmaster (many adults try to get to that).
If the explantion is correct and complete then what difference does it make the reader is 5 or 50? Not all readers like the dumbed down version.
I think the easiest way to say it is "a log is a way to say how big a number is, when you don't want to say or write the number itself because it's so big". This is a working explanation that a 5-year-old can understand, given only two very basic things: numbers exist, and there are numbers higher than he knows how to count. It's also how we generally use the concept of logs as the order of magnitude; the exponent of a number in scientific notation is the integer log of the true value, and logs are used to make exponential growth look like linear growth, so we can compare very large numbers using relatively small ones.
If this is a very gifted child that knows how to multiply at 5 (most US kids don't practice that in school until about 3rd grade, but a bright second, maybe first-grader could get the concept if you illustrate it), then you could say that a log represents about how many times you would have to multiply 10 by itself to get the actual number. It would be easier to stick to whole-number logs for the first demonstration.
I would explain exponent first, however, not the traditional formula, but through combinatorics (i.e. the number of possible assignments) and then explain the inverse using the same situation (e.g. how many people are in the group, if each choosing from 3 possibilities results in 9, 27, 81 possibilities). If that goes alright, explain (as pointed by maurice) that it is close to the number of digits (each position in the number is a person that chooses from 10 digits), that logarighms work for real numbers as well, and that this way you can add numbers rather that multiplying them (again using the number of possible assignments; this may be a bit hard, but it is a great "discovery" when happens at last).
This wasn't tested on primary schoolers, but I think it might be possible (I did understand logarithms at that age).
Hope that helps ;-)
Personally I always thought of a log that magically reversed $a^b = y$ so that $log_{a} y = b$ magically is given. Also after a few exercises of scaling using logs, which I find nice (the graphical representation) and the correlation between a power and a log graph, I got it down more firmly. Try showing with pictures? Surprisingly babies like logs :D
sorry, I read an article a few years back about how babies according to it prefer logarithmic counting and the traditional $1,2,3 ...$ is actually a departure from nature.
You can try with a number line but I think a graph would work better as a number line would not only quickly run out of numbers, but not show the relationship between the base and value it is being applied to. Use Log 2 and Log 10 first!
[I believe I described this idea in another answer --or maybe just a comment somewhere-- but I can't find it.]
Here's an exercise that might work with a group of kids. (Normally, I'd think they'd have to be older than 5, though.) I'll present this as if in a classroom.
Have the group single out the kid they consider the leader, hot stuff, numero uno; bring that kid forward and declare her "1" ... and also declare that all the other kids are just a bunch of zeroes. After they finish complaining that you insulted them, continue: "'1' is great, but she only represents herself." Call another kid --a zero-- forward. "'1', with one of you '0's, now represents ten. That's [say] the number of people in this room." Call up another kid. "'1' with two '0's is a hundred. That's the number of people on this floor of the building!" Another zero: "Four kids, and we've counted people in this building and a couple more the neighborhood!" Another zero: "This entire side of town!" More zeroes: "... this county! ... this state! ... this region! ... this country! ... this whole planet! ...! ...!! ...!!!" It's like the Powers of Ten movie, with kids acting as the zoom factor. If you like, blow the tykes' minds with the fact that you'll run out of representable particles in the observable universe before you run out of zero-kids in the whole school ---(Wikipedia says 80 kids will do.)--- imagine the size of the number represented if every kid on the planet got in line!
Anyway ... Once that's done, you can start asking this question: How many zero-kids do you have to line up to get a number representing as closely as possible this-or-that target number without going over. Powers of ten, of course, make this pretty easy to figure out if you just give the target's base-10 name; at the same time, powers of ten make for pretty rough estimates of numbers. So, up the challenge --and the accuracy-- by making each zero-kid represent, not a factor of ten, but, say, a factor of five or three or (ultimately) two.
At that point, you might stop calling the kids zeroes --unless you want to get into a discussion of numeral systems with different bases (and I'm not saying you don't or shouldn't want to do that)-- and call them something more (ahem) powerful, like "magnifiers" or "zoomers". (You might even do that from the very beginning, to avoid place value and notational distractions.) And the question remains: How many kids are needed to "magnify" or "zoom" the initial '1' into whatever target number?
That "how many" is, of course, (the floor of) the logarithm.
If the OP can't find a whole group of precocious kids for this exercise, then just use legos or stuff animals with the single five-year-old.
Repeated doubling is a good way to get big numbers fast. Start with 1 and double it a few times: you get 1, 2, 4, 8, 16, ... (You could tell them about bacteria dividing, if you want to motivate them to wash their hands; or use rabbits multiplying, but that maybe requires having another, even more challenging talk.)
How many times do you have to double 1 to get 32? 5 times.
How many times do you have to double 1 to get 128? 7 times.
How many times do you have to double 1 to get 50? Well, 5 is not enough, but 6 is too many... we must be looking for a number between 5 and 6...
A logarithm is how much bigger or smaller a number is than another number when you combine numbers using multiplication instead of addition.
For instance, to see how much bigger $3$ is than $2$ in this way: $$ \begin{array}{|cccccccccccccccc|} \hline 2^1 & \cdot & 2^2 & \color{red}{2^3} & \cdot & 2^4 & \cdot & 2^5 & 2^6 & \cdot & 2^7 & \cdot & \color{red}{2^8} & 2^9 & \cdot & 2^{10} \\ \hline 2 & \cdot & 4 & \color{red}{8} & \cdot & 16 & \cdot & 32 & 64 & \cdot & 128 & \cdot & \color{red}{256} & 512 & \cdot & 1024 \\ \cdot & 3 & \cdot & \cdot & \color{red}{9} & \cdot & 27 & \cdot & \cdot & 81 & \cdot & \color{red}{243} & \cdot & \cdot & 729 & \cdot \\ \hline \cdot & 3^1 & \cdot & \cdot & \color{red}{3^2} & \cdot & 3^3 & \cdot & \cdot & 3^4 & \cdot & \color{red}{3^5} & \cdot & \cdot & 3^6 & \cdot \\ \hline \end{array} $$ This shows that $$ 1.5 = \frac{\color{red}{3}}{\color{red}{2}} < \log_2{3} < \frac{\color{red}{8}}{\color{red}{5}} = 1.6. $$ You can measure $\log_2{3}$ as accurately as you like by comparing bigger powers of $2$ and $3$.
(After this, either you end up with one very confused five-year-old, or else you've got a budding Eudoxus on your hands.)
First I'd explain exponential growth. I'd give hands on, demonstrable examples like musical frequency and sound volume. I'd demonstrate linear growth in sound, and linear growth in volume, and compare that to exponential. Keep it concrete, it will be a challenge for most people, but fortunately learning to setup a demonstration like this will improve the instructor as well.
Then I would show how a logarithm is another way of looking at it (we perceive musical notes and volume in terms of their logarithm, which is how far along the exponential curve you are).
An alternative approach is to teach them how to multiply and divide and compute exponents using logarithm tables. Most wouldn't care, but there are a few who would be interested to learn that calculators are not magic. After showing them how to use the log tables, then perhaps use some algebra to show how it works. Don't make the mistake of trying to teach the algebra first: children are not little Hilbert logic enumerators that extrapolate from proofs into real world application. Show the useful part first. If you don't know how to do arithmetic with log tables, grab any math textbook that was written between 1300 and 1940.
Take 2 and go on multiplying with the same 2. Can you add one to how many times you had to multiply to get to 32? That number is your log ( of 32 to base 2).
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For example how come $\zeta(2)=\sum_{n=1}^{\infty}n^{-2}=\frac{\pi^2}{6}$. It seems counter intuitive that you can add numbers in $\mathbb{Q}$ and get an irrational number.
But for example $$\pi=3+0.1+0.04+0.001+0.0005+0.00009+0.000002+\cdots$$ and that surely does not seem strange to you...
You can't add an infinite number of rational numbers. What you can do, though, is find a limit of a sequence of partial sums. So, $\pi^2/6$ is the limit to infinity of the sequence $1, 1 + 1/4, 1 + 1/4 + 1/9, 1 + 1/4 + 1/9 + 1/16, \ldots $. Writing it so that it looks like a sum is really just a shorthand.
In other words, $\sum^\infty_{i=1} \cdots$ is actually kind of an abbreviation for $\lim_{n\to\infty} \sum^n_{i=1} \cdots$.
Others have demonstrated some examples that make clear why this can happen, but I wanted to point out the key mathematical concept here is "Completeness" of the metric space. A metric space is any set with "distance" defined between any two elements (in the case of $\mathbb{Q}$, we would say $d(x,y) = |x-y|$). A sequence $x_i$ is "Cauchy" if late elements stop moving around very much, a necessary condition for a sequence to have a finite limit. To put it formally, ${x_i}$ is cauchy for $\epsilon>0$, there is a sufficiently large $N$ so that for every $m,n>N$ we have $d(x_n,x_m)<\epsilon$. A metric space is complete if all Cauchy sequences have a limit in the space. The canonical complete metric space is $\mathbb R$, which is in fact the completion of $\mathbb{Q}$, or the smallest complete set containing $\mathbb Q$.
We think of an infinite sum as the limit of a sequence of partial sums: $$\sum_{n=1}^\infty x_n = \lim_{N\to\infty}\left( \sum_{i=1}^Nx_n \right)$$ As others have pointed out with a number of good counter-examples (my favorite of which is the decimal representation of an irrational number), $\mathbb{Q}$ is not complete, therefore an infinite sum of elements of $\mathbb Q$, for which partial sums are necessarily elements of $\mathbb Q$, can converge to a value not in $\mathbb Q$.
It is counter-intuitive only if you are adding a "finite" number of rational numbers. Otherwise, as @Mariano implied, any irrational number consists of an infinite number of digits, and thus can be represented as a sum of rational numbers.
Besides that. Given a sequence of positive rational numbers such that their sum converges and such that $a_n > \sum_{k = n + 1}^\infty a_k$. Then choosing a $\pm$ sign for each term of the sequence gives a new convergent series, each to a different number. By a countable-uncountable argument you get nonnumerable examples of that kind of series :).
This has to see with the rate at which the sum/series converges to its limit and the Roth-Thue-Siegel theorem which allows you to use the rate of convergence to decide if the limit is rational or not.
Maybe Emile (the OP) meant to ask something of this sort (please let me know, Emile): why do some (convergent, of course) infinite sums of rationals are rational and others are irrational?
For example look at $$e = \sum_{k=0}^{\infty}{\frac{1}{k!}} $$


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Why is retail referred to as 零售 in Chinese? Why the combination of "zero" with "sales"? Certainly one expects to make (hopefully many) sales in retail so why is the character for "zero" used here? It just strikes me as such a negative and inauspicious word.
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零 means "a part (fraction,fragment) of something" here. Some examples for this meaning:
Why is "零售" used?
Well, 售 means "to sell". We have another word opposite to "零售"; it's "批发 (wholesale)". "批" means "a batch", "a package", and "发" means "to distribute, to sell".
The wholesalers (批发商) will buy a lot ("a lot" refers to 批 here)of goods from the manufacturers and sell them to different retailers(零售商). The retailers sell goods to end customers and generally a customer would only buy small amount (a small fraction, this is why we use 零 here) of the goods. You won't buy 10 soaps at a time, will you?
The character 零 means "small amount." In one context, "small amount" means "zero."
In the context of "sales," "零售," it means "small sales" (Swedish: "Minuthandel" instead of "Grosshandel.") An appropriate translation for "small sales" is "retail."
In English one word often has one specific meaning. The word "Apple" can't mean much else. There are some examples of English word that have multiple (and seemingly unrelated) meanings:
In Chinese, this is more common. It is actually extremely common and it would not surprise me if I find 4-5 seemingly unrelated meanings to one word (I am native). Being bi-lingual, this is one of the most immediately noticed difference to me, and I think you will need to give yourself time to adapt to it. However being aware of such difference is definitely going to help you learn.
零售 here means "non wholesale". The reason is that 零 can means loose items, or surplus that cannot be grouped into one lot. It also carries the meaning of a small quantity of items. 批发 on the other hand, means wholesale.
批: This means one lot (of goods), or a batch. For example a cargo container full of products. For example "This shipment of fabrics" can be said as "这一批布料" where we use 批 to express the large volume in a wholesale situation.
发: To distribute (goods)


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I'm writing an essay right now and I'm deliberating whether or not I should use Pagan gods instead of Greek gods (to provide variation in the essay). I've looked up the word pagan in the dictionary and it mentioned it was a derogatory term.
Would it be acceptable to use it though in an essay or would it be inconsiderate for me to use that term?


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2013 FIAT 500E: The Electric You Want But Probably Can't Have
Reading about the car in this post will make you want it. The price is ridiculously low, and it uses no gas, creates zero emissions and has a decent range. It even comes with a program allowing buyers the use of larger, gas-powered cars when needed.
This car, the FIAT 500E, is about as perfect as electric cars get, at least so far. It even comes with dedicated support and customer service designed to mostly eliminate any worry about running out of juice somewhere away from home.
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Car Industry News, Car Minded, Electric Vehicles, Foreign Cars, General Chat


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to be afrocentintized
that is so afroncentric if ur in the bronx
by Annonymous November 14, 2003
Trending Now
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Studies centered on African or African derived cultures and they're contributions to modern society. Seriously that's it, the rest of you are either, a. pretty ignorant. b. racist, c. euro-centrists, or d. desperately in need of a college level history course.
The professor introduced his Afrocentric theory that states that certain words used in today's vernacular such as okay, shout, banjo, gumbo, and guy are Africanisms, or African cultural survivals in modern society.
by frankiszero March 23, 2011
the concept that white Europeans would be living in caves, grunting to communicate and eating raw meat unless black Africans taught them a better way. The Greeks, Persians, Babylonians had no culture until they learned it from Africans. Many historical characters Europeans think were white were really black. Until invaded by Europeans or Arabs, all Africans were black, including the Egyptians and Carthaginians.
The Afrocentric culture taught the Europeans everything.
by mungo January 03, 2004
An awkward, pseudo-PC way to say "black"
Officer, three big men dressed in baggy black clothes took my purse!
Were they...afrocentric?
Were they...afrocentric?
by TheGoyWonder March 11, 2013


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Treatment for Esophagitis
Ruth Collins, MSN, CRNP, OCN
Last Modified: September 29, 2002
Dear OncoLink "Ask The Experts,"
My brother in law's last radiation treatment was 2 weeks ago. He still has pain and trouble swallowing. I believe the term is acute esophagitis. Can you tell me how long this lasts after radiation treatment is stopped?
Ruth Collins, MSN, CRNP, OCN, Advanced Practice Nurse in the Research Division of the Department of Radiation Oncology, responds:
When radiation therapy is the only treatment being used, esophagitis, usually has its onset at about 20-30 Gy, or two to three weeks into treatment. The condition usually begins to subside 10 days to 2 weeks post radiation. This is best accomplished if the person's nutritional status is maintained at an optimal level. If chemotherapy is being administered at the same time as the radiation, the esophagitis can take longer to subside. Immunocompromised patients with persistent symptoms should be should be assessed for potential infections such as esophageal candida.
Symptom regression can further be delayed by: acid reflux; poor nutritional status, foods strongly spiced or seasoned, dry coarse foods, hot foods and fluids, citrus or acidic or citrus food or juices; alcohol; smoking; medications such as aspirin or nonsteroidal anti-inflammatory medications or steroids.
Treatment for esopagitis consists of:
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A clinical guide to cancer nursing: A companion to cancer nursing, 3rd. ed. Groenwald, S.L., Frogge, M.H., Goodman, M. & Yarboro, C.H. (Eds). Boston:Jones and Bartlett Publishers; 1995; pp.75, 246-47.
Kelvin, J.F. Gastrointestinal cancers In: Nursing care in radiation oncology, 2nd ed. Dow, K.H., Bucholtz, J.D., Iwamoto, R., Fieler, V. & Hilderley, L. (Eds). Philadelphia:W.B. Saunders Co.; 1997; p174.
Peacock, J L., Keller, J. W. & Asbury, R.F. Alimentary cancer In: Clinical oncology, 7th ed. Rubin, P. (Ed). Philadelphia:W.B. Saunders Co. 1993. p562-63.
Shank, B. Radiotherapy: Implications for general patient care In: Manual of oncologic therapeutics, 3rd ed. Macdonald. J. S., Haller, D. G. & Mayer, R. J.(Eds) Philadelphia:J.B. Lippincott; 1995; p.74.
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Presents the front cover for this issue of the periodical.
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Our program stresses a strong theoretical background necessary for graduate school while emphasizing actual "hands-on" experience.
Nearby institutions provide opportunities for practicum work in community mental health, child care, behavior modification relating to the mentally deficient, social work and hospital chaplaincy. As a graduate, we want you to be strong in both theory and practice.


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Sports Acupuncture: The Meridian Test and Its Applications (9780939616664)
Publisher: Eastland Press
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The meridian test (or �M-test� ) is a powerful assessment, treatment, and self-care system that can be used to improve athletic performance and physical fitness. It simplifies the assessment of strain and injury so that even nonacupuncturists and athletes can learn to apply massage and stretching more effectively.
The M-Test is one of the most popular methods of sports acupuncture in Japan. Developed by Mukaino Yoshito, M.D., of the Sports and Health Science Department at Fukuoka University,the M-Test is based on his extensive experience in physical education and sports medicine. The M-Test uses the meridian system of acupuncture to analyze the movements of multiple joints and muscles in a holistic way. The most suitable meridians for treatment are identified by evaluating a sequence of movements. Flexibility and ease of movement in relation to the meridians are assessed to identify the areas and muscles that need treatment.
Based on the M-Test results, the synergistic action of the joints and muscles involved in the movements can be facilitated with acupuncture, massage, or stretching.
For the acupuncturist, the M-Test provides another powerful assessment tool for the treatment of pain and compromised movement. This system is compatible with the traditional understanding of the meridians, but takes it a step further to clarify the relationship between the meridians and movement. Practitioners can render treatment with a better understanding of this relationship and identify the most effective points for treating pain and improving movement. The M-Test can also be used to evaluate the results of treatment or the stretching regimen so that a better strategy can be formulated if the results are unsatisfactory.
Athletes can learn to perform M-Test movements before or even during competition to identify and correct abnormalities to improve their performance and prevent injuries.
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Really interesting book. I used some of the tests for my patients. All in all helpful and something to add to your assessments.
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Di Pietro NC, Seamans JK. Dopamine and serotonin interactions in the prefrontal cortex: insights on antipsychotic drugs and their mechanism of action. Pharmacopsychiatry. 2007 Dec ; 40 Suppl 1():S27-33. Pubmed Abstract
Di Pietro NC, Seamans JK. Dopamine and serotonin interactions in the prefrontal cortex: insights on antipsychotic drugs and their mechanism of action. Pharmacopsychiatry. 2007 Dec ; 40 Suppl 1():S27-33. Pubmed Abstract
Implicit in the findings of Schmid et al. is the idea that the relationship among ligand, receptor signaling, and cellular context is an extremely complex one that will take a great deal more work to tease out. Thus, Dr. Bryan Roth has proposed on a number of occasions (see, for example, Gray and Roth, 2007; Abbas and Roth, 2005) that novel approaches for drug discovery may prove more effective in producing schizophrenia drugs that have greater therapeutic efficacy with lower side effect liability. Since it will likely be many years before the field has a detailed understanding of the "nitty-gritty" of the receptor signaling and trafficking relevant to schizophrenia and its treatment, we have suggested a number of approaches that are less reliant on such information.
For example, approaches based on screening for drugs that either mimic the gene expression profiles of gold standard drugs such as clozapine or normalize schizophrenia-associated changes in gene expression are being explored. Another approach is behavior-based screening, in which targeted screens are performed with drugs to find those that have efficacy in animal disease models. A further related approach, exemplified by Psychogenics' Smartcube(TM) (the associated database is called Smartbase[TM]) involves injecting drugs and monitoring the resulting behavior using computer-based machine learning to generate a multidimensional behavioral signature for gold standard drugs. Drugs can then be screened to look for those that mimic gold standard drugs in terms of their signatures. Though Psychogenics does not appear to have done much (at least publicly) with this approach, it represents the sort of innovative thinking that may prove fruitful in future behavior-based drug discovery efforts since it is not dependent on knowing anything about the mechanism. In the end, at least in the near future, we believe such approaches may prove extremely useful in drug discovery efforts since they do not rely on extensive mechanistic knowledge of the processes underlying schizophrenia.
Gray JA, Roth BL. The pipeline and future of drug development in schizophrenia. Mol Psychiatry. 2007 Oct ;12(10):904-22. Abstract
Abbas A, Roth B. Progress towards better understanding and treatment of major psychiatric illnesses. Drug Discov Today. 2005 Jul 15;10(14):960-2. Abstract
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Traveller's Tales are the masters of the brick. Their LEGO creations deliver not just fun gaming experiences, but those magical sort of games that you can enjoy alone, with friends, or with children.
I've been a fan since LEGO Star Wars: The Video Game hit in 2005. Now, six years and twice as many LEGO games later, can their creations remain just as charming, just as approachable? Is LEGO Harry Potter: Years 5-7 worth picking up? Let's do a gut check.
Brian Crecente, who's played every LEGO Traveller's Tales game made and loved them: Sometime around the LEGO Indiana Jones game I started backing away from Traveller's Tales LEGO games. They were beginning to feel slightly, just slightly derivative to me. I still played them all, but didn't quite anticipate games like LEGO Star Wars III: The Clone Wars and LEGO Pirates of the Caribbean: The Video Game. The original LEGO Harry Potter specifically, was a game I had no interest in playing. Until I played it.
Somehow Traveller's Tales had managed to reshape their winning formula enough to make things feel fresh, look fresh and reward gameplay with the sorts of moments you enjoy and, yes, anticipate.
That same can be said of LEGO Harry Potter: Years 5-7, this game looks amazing. The lighting effects in particular are incredible—something you wouldn't expect to think about or notice in a game that consists almost entirely of characters made of smooth pieces of animated plastic. But the way shadows play across their tiny faces and around their wands when they use certain spells is almost mesmerizing.
The game's level of detail, the number of characters at play in any given scene, has also been expanded, offering scenes crawling with movement and beautifully rendered minutia. It's those amazing scenes, like a flight over a LEGO River Thames or your return to Hogwarts, that is this game's biggest selling point, though there are plenty of other things going for this game.
As with the previous Harry Potter LEGO game, players have access to a collection of spells, though this time around the game seems to lean a bit more heavily on potions. The cast of characters isn't as colorful as you may find in other LEGO games, but their abilities and familiars easily make up for that.
The story is handled deftly, plucking out the most memorable scenes from books and movies and reimagining them in brick. One in particular, the Tale of the Three Brothers, stand out as a new high point in Traveller's Tales many games. In the book, the Tale of the Three Brothers is a parable. In the game it becomes a side-scrolling pop-up book made of LEGO. The effect is magical and the creations inside it memorable.
As with any Traveller's Tale LEGO game, this is a title for a certain type of gamer, someone who enjoys whimsical play over skill-based mastery or tactics. But I'd easily recommend this game to anyone (Even if you haven't read the books or seen the movies.) Yes.
Ignore this new LEGO adventure if you want something deeper than a collect-a-thon with backtracking and J.K. Rowling characters. Play it if you, like me, want to see what happens if you cast a spell on a newly set-up chessboard that is set up in a Hogwarts hallway—and if you would like a game that responds by having a ghostly, two-sided chess match on that board suddenly play out in fast-forward. This one's a constant pleasure of small delights like that and therefore a surprise Yes.
I've never bought into Potter-mania, and the only thing I think is actually cool about the films is the Stone Roses lead singer Ian Brown appeared in one of the Potter films. To be clear: I do not like Harry Potter.
I have, however, enjoyed many of the LEGO games. All of them are cute, and many of them are fun and provide a solid gaming experience. My kids love them, especially the Indiana Jones and Star Wars ones.
Many people do like Harry Potter—no, love Harry Potter. So if someone asked me, "Brian Ashcraft, should I buy the latest LEGO Harry Potter?" I'd imagine that the person asking the question does not share my distaste for things Potter, and remembering how much my kids like the LEGO games, I'd reply with this: Yes.


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Back to Previous Page | Curriculum Home
CTI402: Gaming Tech II (2014-2015)
CURRICULUM PROGRAM: Career and Technical Education
COURSE TITLE: Gaming Technology II
COURSE LENGTH: 18 weeks
Major Concepts/Content: The Gaming Technology II course teaches high school students the concepts and requirements for intermediate development of computer games. Students progress at their own pace while studying and performing tasks independently and in small groups. Lessons are delivered in an atmosphere of differentiated learning using hands-on activities. Learning is supplemented with demonstrations, lectures, and guest visits which supplement the concepts and application of gaming technologies. Students will gain first-hand knowledge by creating games that tie directly to the industry. Students will be introduced to and evaluated on all thirteen (13) DoDEA workplace readiness skills as they progress through this class.
Major Instructional Activities: Within the parameters of this course student will be working in a cross curricular environment; performing and fine arts, computer programming, science, math, interactive multimedia, animation, technical writing, and audio engineering. Student centered learning will include problem solving, critical thinking, research, cooperative learning, through project based learning activities. It allows individual and group designed projects, software skill development, and culminates with a capstone project. The capstone project will be designed to simulate the industry work place by requiring the students to work in a team with a client and design a real world project. The content of these two courses will support STEM and Work Place Readiness Skills.
Major Evaluative Techniques: Students will demonstrate their knowledge through tests, hands-on demonstrations, technical reports, and projects.
CTI402: Gaming Technology II Course Description
CTI402: Gaming Technology II Student Competencies Record
Course Objectives: pon completion of this course, students will: 1. Implement DoDEA's CTE Course Requirements and Student Expectations. a. Demonstrate DoDEA's Workplace Readiness Skills in course activities. b. Student will discuss and sign a computer usage agreement c. Students will demonstrate appropriate behaviors and safe practices in a computer lab. d. Identify Internet safety issues and procedures for complying with acceptable use standards. 2. Advanced Game Engine Skills a. Student will apply advanced character development, lighting, camera and scene development to gaming scenarios. b. Students will create advanced Objects and Collisions c. Student will create advanced Particles and Effects 3. Pre Production for Capstone Project a. Student will develop their game concept, storyboards, rules and other information in accordance with their Capstone Project Storyboards 4. Advanced Expressions and Variables a. Students will work within the parameters of the Game Engine creating and modifying expressions and variables. 5. Advanced Sounds and Music a. Students will work within the parameters of the Game Engine, creating and modifying sound and music for game enhancement. 6. Production for Capstone Project a. Students will create a computer game using all pre-production elements and design features 7. Post Production for Capstone Project a. Student will use peer to peer critique form to identify/recommend changes. b. Student will modify/address recommendations provided by the peer critique form. 8. Game Distribution a. Students will prepare their Capstone project for distribution
Course Notes: For Pilot Schools ONLY (Kinnick, Kubasaki, AFNORTH, Alconbury, Ansbach, Kaiserslautern, Ramstein, Baumholder HS, SHAPE, W.T. Sampson, Antillies HS, Fort Campbell HS, Quantico HS, Lejeune HS ). Credit-computer or careers


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How to install Haskell Platform for Ubuntu 13.04? I get the following error when I type
sudo apt-get install haskell-platform:
E: Unable to locate package haskell-platform error
Raring is caught in a valley between having a GHC too new for Haskell Platform 2012.4.0.0 and too old for 2013.2.0.0. This valley can be bridged with some pain and duct tape.
You can install the Haskell Platform 2013.2.0.0 from source if you have GHC already installed. It's a bit of a process, but it does work.
First, install GHC 7.6.2:
Now you need GHC 7.6.3 as it is a pre-req for Haskell Platform 2013.2.0.0.
Next, you need to get and build GHC 7.6.3 from source (GHC is a self-hosted compiler so it needs GHC to build it):
Compiling GHC took quite a while (several hours, > halflife of Cesium isotope Cs-134m) for me so this is likely a very good time for a break or sleep. It goes through three stages (0, 1, and 2) of building the compiler and then building the compiler's next stage with the compiler that was built.
To speed the compile process up, you can use
in the above step to leverage multi-core CPU.
Then, get and build the Haskell Platform from source (I'll use 2013.2.0.0 as an example):
Compiling the Haskell Platform took quite >30 minutes for me so this is another good time for a break.
You should now have a working Haskell Platform 2013.2.0.0 with GHC 7.6.3 correctly linked against libgmp.so.10.
Ubuntu 13.04 repo contains GHC 7.6.2, unfortunately there's no Haskell Platform for GHC 7.6.x yet. So you'd better to build an eariler version of GHC (i.e., 7.4.x) and Haskell Platform from source for now.
See this for more information: https://launchpad.net/ubuntu/raring/i386/haskell-platform
As the excellent answer from Alain O'Dea above details, this problem is not easily fixed, and in the meantime there is no haskell-platform available for Ubuntu 13.04.
You can sort of 'fake' it by installing the packages on this list: http://packages.ubuntu.com/precise/haskell-platform
Here is a command to do this for you:
The two items missing from this are the haskell-platform-doc and haskell-platform-prof packages, for obvious reasons.
Hopefully, the Ubuntu devs fix the incompatibility issue soon.
On that note:
In addition: I unfortunately don't have the reputation to leave this as a comment on this StackExchange site, but that is the most appropriate place.
There is a bug on Launchpad for all of this, but it isn't getting much attention. Please visit this and mark it as affecting you if you landed on this page because Ubuntu 13.04's Haskell packages are hosed:
Hopefully a mod will take this answer and make it into a comment, where it belongs. Sorry - I just don't have the reputation on askubuntu yet!
I've used this script.
Hope it helps.
GHC stands for Glasgow Haskell Compiler


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Even the Pirates Have a Shot at the Playoffs
The Pittsburgh Pirates haven't had a winning season since George Bush was in office. George H.W. Bush. Since winning 96 games in 1992, the moribund franchise has won just 43.3% of their games, finishing last in their division in 13 of the 20 seasons since Barry Bonds took his talents to San Francisco. Despite two decades of losing, however, the Pirates might actually have a chance this year.
Superstar Andrew McCutchen is a big part of why Pittsburgh fans can have legitimate optimism, but the competitive landscape of Major League Baseball is an even bigger factor. Due to the addition last season of a second wild-card spot in each league and the surge of revenues that have made it easier for low revenue teams to keep their best players, nearly every team in MLB has a decent shot at a playoff berth this season.
According to the projected playoff odds from Baseball Prospectus, 25 of the 30 Major League teams entered the season with at least a 10% chance of either winning their division or securing one of the wild card play-in game spots. Only the Astros, Twins, Marlins, Rockies, and Orioles began the year with a less than 1-in-10 shot, and after last season's miraculous run, the Orioles shouldn't be underestimated again.
So, Pittsburgh, have hope. Even though the Pirates lost their home opener to the Chicago Cubs on Monday, there's still 161 regular-season games to go.
—Dave Cameron


text:
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This apartment is currently off the market. Go to the building page to see availabilities.
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Home › 65 North 6th Street › PHC
65 North 6th Street › PHC
$3,6661 Bedroom, 1 Bath
Available immediately
One Year, Market Rate Lease
65 North 6th Street
Brooklyn, NY 11211
Cross streets:
Kent Avenue, Wythe Avenue
Brooklyn, NY 11211
Cross streets:
Kent Avenue, Wythe Avenue
Apartment Features
Stone Countertops.
- Hardwood Floors
- High Ceilings
- Washer/Dryer in Unit
- Central Air Conditioning
- Eat-in Kitchen
- Stainless Steel
- Dishwasher
- Microwave
Building Features & Amenities
- Elevator
- Rooftop Deck
- On-site Garage
- Bicycle Storage
- Video Intercom
- Units: 28
- Low-rise (1-6 Floors)
- Post-war Apartment Building
- Built 2012
- Rental Property
Pet policy: Pets OK, Dogs OK, Cats OK
Located in the beating heart of North Williamsburg, we introduce 65 North 6th Street. This new signature warehouse-inspired rental residence located just steps from the East River is the new must-experience destination on Williamsburg's hippest street. It even shares the same block as some of the hottest music venues, restaurants and shops that define Williamsburg today.
Even though design comes from the factories of Williamsburg's storied industrial past, this new development offers anything but assembly line details. Floor-to-ceiling warehouse-style windows cast brilliant natural light throughout the interiors. Wide-plank, white oak flooring and high-ceilings continue the industrial theme, while recessed lighting adds a modern touch. Every unit features built-in washer/dryers; most offer balconies.
The industrial-era design intersects with the digital age in kitchens that mix sleek stainless steel appliances with sparkling white surfaces on the countertops and cabinetry. Everything's built to enhance your culinary and mixology pursuits so you can play party and dinner host with ease.
Bathrooms blend mosaic tile work with high-end finishes including custom vanities, rain showerheads and over-size soaking tubs. Spacious bedrooms provide plenty of area for beds and bureaus. Built-in closets are big enough to house collections of suits, stilettoes and skateboards without crowding.
There are luxuries beyond your doors at 65 North 6th Street, too. A lounge-like lobby welcomes you home in style. And up on the rooftop, a common deck invites you to gather with neighbors and friends to watch the sunset over Manhattan. Parking spaces are also available for lease.
And outside, Williamsburg's top destinations await you. North 6th Street is home of the pioneering culinary, music and commercial hot spots of Williamsburg, as well as the next generation outposts that keep the scene dynamic.
Neighborhood / Parking / Transportation
East River State Park is only 1 block from the property and McCarren Park and Pool are within easy walking or cycling distance. Manhattan is one stop away on the L train at Bedford stop, and the East River Ferry both just blocks from the property.
Subway lines:
L - Bedford Avenue.
Owner / Manager / Leasing Information for 65 North 6th Street › PHC
For more information on this listing, contact:
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Is there any difference in the words "roast" and "fry" in German? Or are they both just braten?
Here are some definitions for them: fry, roast
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Is there any difference in the words "roast" and "fry" in German? Or are they both just braten?
This is one of the cases, where the distinctions are somewhat different (and pretty much arbitrary) in English and German. Also, it will depend on whether you're talking to a chef or someone who's never been in a kitchen, or someone in between.
There is a lot of overlap, though, so that in most cases braten will cover what you want to say.
Some examples where Germans use a different term than braten:
I'll try to add more examples :)
I know nothing of this, but what I intended to be a comment has become long enough for an answer.
The words "rösten", "braten" and "frittieren" all describe ways to prepare food that are relevant here. You can find their exact meaning by looking at the corresponding articles in the German language Wikipedia. There may be more words of interest to be found in the article "Garen".
"Rösten" ist "roast", but as in coffee beans. The pictures for "Braten" look very much like those for "roasting", which should sufficiently explain this word. (The German page also links to the English page. This is a good way to use Wikipedia to find translations for things like these, very useful with animals and plants. Unfortunately the English page links to the page for "rösten", which seems to be a bad choice.)
Finally, "frittieren" is definitely how you prepare French fries. That seems to be "deep-frying" in English.
Oh my gosh there has to be some way of saying "fried eggs". In Yiddish we have praegeln, as in the following quatrain from the Ballad of Monisch by I. L. Peretz, in which the Devil and Lilith are having a quiet morning at home:
Sée shmuessen (chat) vertraut, vun dem un vun jenem;
Wemen zu packen 'erein in Gehenum.
Wemen zu schmeissen mit eiserne rüter,
Un wemen zu präglen zu'm frühstuck mit putter.
Here's an attempt of a quick (probably inexact) overview:
fry - frittieren / braten / backen.
roast - rösten / braten


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Seagate Expansion 3TB USB 3.0 Hard Drive for $109.99 + free shipping
Promo Code: EMCXSTX28
Brand Seagate
Series Expansion
Model STBV3000100
Color Black
Interface USB 3.0
Capacity 3TB
Form Factor 3.5"
Dimensions 7.07" x 4.65" x 1.48"
Weight 2.06 lbs.
Features Windows 7, Windows Vista, Windows XP SP3 (32-bit and 64-bit) operating system
SuperSpeed USB 3.0 port (required for USB 3.0 transfer speeds or backwards compatible with USB 2.0 ports at USB 2.0 transfer speeds)
16 Comments add a comment
I bought a Seagate drive once...once...
@robosnail: It's really a personal problem ;). I have had 2 Seagate 2TB drives for 2 years and they have had no problem :)
Pulled the trigger. I was looking for a 3TB drive and my SATA ports are full. This is perfect. A quick scan through comments also indicates that the drive can work just fine outside of the bundled enclosure if I really hate the Seagate enclosure for some reason.
As for this being Seagate... Some people have a problem with Seagate, but you will always find people that hate a given drive manufacturer. This particular series of drives has 4/5 in the ratings. Taking negative bias into account (people with negative things to say are usually the ones with motivation to post), that's not bad at all.
anyone know which bare drive is in these enclosures?
I got this drive for $100 from Amazon during the last Black Friday. $110 is still a good deal! I like the drive, other than a high pitch whining when the drive is spinning up and a dull whining when it is spinning. But I normally don't notice it because I have it on my HTPC, so I usually am watching something at the same time, which drowns out the noise.
In regards to the Seagate comment... I only have one Seagate drive, but I think it is similar to the Chevy VS Ford debates... Seagate and Western Digital are the two titans of the hard drive manufacturers (not to be mistaken with SSD manufacturers). If I am going to buy a HDD (not SSD), it will be made by either Western Digital or Seagate. You should obviously always look at reviews before buying any product like this though. I would definitelly recommend this product if you can tolerate a little bit of whinning from the disk spinning up, and you need a lot of storage.
This drive was 100 with 5 shipping on TigerDirect just yesterday (but it sold out).
@lordofall200: they will replace a drive with a high-pitched whine as it is abnormal. stress that you are an IT professional and that you have not heard this before with other drives. once the indian call center phone answerers know that you have more experience than them, they will bend over backwards to make you happy. if the drive "is for a client," you will probably get expedited shipping too. the same holds true for almost every tech/IT product/company. I once had IBM overnight (yes, overnight) me an entire 100lb+ server (this thing was at least 130lbs fully loaded) server when they knew that they were dealing with a consulant that dealt with multiple clients whose one client was expressing doubts about IBM. They even sent separately an insulated 4'x4' shipping container (weighed about 40lbs itself) to send back the defective product! HP and other companies also accommodate these sorts of returns, so it never hurts to ask!
@robosnail: Glad to hear you at least bought something!
@vuhoanganhtu1992: Just my luck! Connector died.
A generic SATA enclosure solved the problem, but it meant losing the USB 3.0 capability :(
@gusvonpooch: True ;)
@robosnail: Ahh... so the USB connector was broken, not the HD itself. You gotta be careful man. That USB 3 port of external HD is fragile. I have seen so many complaints about the port itself on the internet. Fortunately, I don't carry the drives around that much. I took the enclosure out of one to use it internally, and put one on my desk. I wish they would have developed the USB 3.0 based on the mini USB 2 instead of micro USB 2. Micro USB 2 really sucks, especially on phones... :(
@kamikazeken: I assumed that Segate uses the Barracuda ST3000DM001 which is 7200RPM and 64MB cache.
@jsvend: Thanks for your concern, but I think the whine is the normal whine you here from external drives when they are spinning up. I have sensitive ears, so the other whine is just the drive spinning. The dull whine is hard for most people to hear unless the room is completely quite and they are right up on the drive. I would definitely call support if I thought it was a problem. I just wish the enclosure was more sound isolating... The cost of the external drive would simply get too expensive with the right kind of sound isolation. But then again, too much sound isolation and you won't notice the ticking if the drive is going bad...
@vuhoanganhtu1992: I doubt it. External hard drives are usually the low power, low performance drives. Like the Western Digital drives uses the green label series (some models used the blue label series) in their external drives, not the black label.
@desynergy: I have had 2 of the Seagate Backu Plus myself and they were Seagate Barracuda. I mean it's a different model but you can look at this video, and see that it's actually the Barracuda: http://www.youtube.com/watch?v=Kriva-ze6Fw. Nowadays, Seagate only has barracuda with 32 or 64MB cache. In the real world when the drive is limited with USB 3.0. I don't think it's a big deal that they use the green drive or the high performance since the drives are not essentially for high-performance job anyway.
@kamikazeken: According to reviewer "Tomvision" on Newegg: "The drive inside the enclosure is a Seagate ST3000DM001."


text:
Rebecca Lynn Parr, 45, of Nebraska City died at St. Elizabeth's Hospital in Lincoln Nov. 1, 2012. She was born July 27, 1967 at Burlington, VT, to Russell and Elsie (Clayton) Cummins, Sr.
She is survived by husband Michael Parr of Fort Worth, Texas; son Michael Parr of Arlington, Texas; daughter Megan Daniels and husband Scott of Nebraska City; grandchildren Madison Daniels and Audrey Daniels; sister Kim Myers of Sanborn, Fla.; brothers Russell Cummins, Jr. and wife Rose of Decatur, Neb, Dan Cummins and wife Karen of Shiloh, Ill., Ervin Cummins and wife Denise of Sibley, Iowa, and Robert Cummins of Onawa, Iowa; special friends Wayne Jepson, Lory Reiners and Michael Straight; many other relatives and friends.
She was preceded by her parents and sister Helen Cummins.
She lived in Onawa, Iowa, and Arlington, Texas, moving to Nebraska City three years ago. She worked as a licensed practical nurse at various nursing homes. She loved cooking, crafts and spending time with her grandchildren.
Graveside funeral services are at 11 a.m. Monday, Nov. 5, at Wyuka Cemetery in Nebraska City with Rev. Jerry Albright of the First Christian Church officiating.
Pallbearers are Dan Cummins, Robert Cummins, Russell Cummins, Jr., Ervin Cummins, Joshua Cummins and Cody Cummins.
A memorial fund has been established.
Visitation is 9-10:45 a.m. Monday at Marshall Funeral Chapel in Nebraska City.
Online condolences may be expressed at www.marshallfuneral.com.
Marshall Funeral Chapel of Nebraska City is in charge of arrangements.
Location, ST | website.com