text:
I vaguely remember applying sunscreen when I was a child. I'm pretty sure that it was part of our outdoor routine when we were heading to the pool or the lake... and possibly a few other all-day outings. Looking back it seems that, along with car seats, sunscreen just wasn't a safety big thing to worry about.
Things have changed just a little bit, haven't they?
While it is obviously much safer and healthier to avoid too many of the sun's rays and put on sunscreen daily, there are also downfalls to being overly protected. Dr. Dennis Gross, renowned practicing dermatologist and board certified dermatological surgeon, observed the majority of his patients were experiencing Vitamin D deficiencies because they were overtly careful about exposing themselves to UV rays and using high levels of sunscreen.
It seems like you just can't win, right?
Actually, thanks to Dr. Gross himself, you can. His innovative and advanced Active Vitamin D Serum-Oil makes it possible to reap the benefits of the sun's Vitamin D while keeping your skin (and health) protected from the harmful rays.
With Vitamin D deficiency on the rise, Dr. Dennis Gross' Active Vitamin D Serum-Oil is the first-ever product to include active Vitamin D to help with symptoms of deficiency. As a large added bonus, Vitamin D also has cosmetic benefits such as skin hydration, skin radiance, anti-aging, and helps hyperpigmentation.
However, in order for the body to synthesize Vitamin D, it must be converted from UVB sun exposure or through supplementation/diet. Therefore, this product is truly the first and only skincare serum-oil that provides sufficient levels of Vitamin D to skin through topical application. In short, your skin receives all the sun's "good" without any of the "bad!"
Although I'm no doctor or scientist, I was looking forward to seeing for myself just what Dr. Gross and his bottled Vitamin D could do for my skin.
Although the 1-ounce bottle initially intimidated me (making me think that it would run out immediately), seeing that the directions indicated that you only apply a few drops in the morning and/or evening cleared up that thought.
Opening it up and using the dropper to apply 2-3 drops to my face and neck, I then started to wonder what the oily serum would do to my complexion. How could this not cause breakouts?
Again proven wrong by this golden liquid, I found that the Active Vitamin D Serum-Oil absorbed quickly and made my skin feel hydrated and soft. The description claimed that it would reduce the appearance of fine lines and wrinkles while enhancing radiance and luminosity and, after having used this now for a few weeks, I have to agree!
There is no need for any sort of moisturizer with this oil, as it has continued to alleviate areas of dryness and I truly have felt as though my skin has felt healthy without being greasy. Although I am not enough of an expert to say for sure that Dr. Gross has helped reverse past damage, boosted elasticity, or corrected the appearance of hyperpigmentation, I do believe that this serum has had a positive effect on my skin... and that's what matters!
The only issue that I have had since I began using this product is that the glass bottle has had me worried to travel with it and any possible breakage. However, it has since been packed and unpacked a few times and has thankfully had no problems, so I have plans to continue to use and bring this serum-oil with me wherever I go — this is by far my new favorite product!
If the idea of receiving the nourishing benefits of Vitamin D without the harmful effects of sun exposure sounds like something that your skin could use, the Active Vitamin D Serum-Oil from Dr. Dennis Gross Skincare just might be exactly what you're looking for.
Great for all ages and skin types, this innovative and one-of-a-kind product retails for $65 (on their website as well as on Amazon), which may seem high at first, but I do believe that the one bottle will last for an incredibly long time.
Thanks to the generosity of Dr. Dennis Gross Skincare, three people are going to get to try out this amazing product and see how much it benefits their skin as well, because...
To enter to win: Visit the Dr. Dennis Gross Skincare website and leave me a comment indicating another of their innovative products that you would like to try.
Extra Entries (available after the mandatory entry above is completed; please leave a separate comment for each entry in order for them to be counted).
1 Extra Entry (per method) if you follow Dr. Dennis Gross Skincare on Twitter and/or Like them on Facebook.
1 Extra Entry (per giveaway entered) - Enter any (or all) of the giveaways running on Thanks, Mail Carrier for the duration of this giveaway.
1 Extra Entry if you follow me on Twitter and tweet about this giveaway by copying and pasting the tweet below and leaving me the link. Tweet daily for an extra entry every day!
1 Extra Entry (per follow method) if you follow me with Google Friend Connect, subscribe to my RSS feed, subscribe to Thanks, Mail Carrier by email, become a fan on Facebook or add Thanks, Mail Carrier to your blogroll.
2 Extra Entries if you put my cute button up on your blog. Please leave an address where it can be found.
3 Extra Entries if you blog about this giveaway linking back to this post. Please leave an address where it can be found.
Giveaway will end on February 29th at 11:59pm CST. By entering this sweepstakes, you are agreeing to these official rules. No purchase necessary, void where prohibited by law. Do me the favor of leaving an email address or making absolutely sure it is visible in your profile, I have to have a way to contact the winner. The winner will be chosen by random.org and announced here as well as emailed and will have 48 hours to contact me or respond to notification or a new winner will be chosen. The number of eligible entries received determines the odds of winning and the giveaway sponsor is solely responsible for prize fulfillment. This giveaway is open to U.S. residents only and entrants must be 18 years of age or older.
A big thank you to Dr. Dennis Gross Skincare for providing a bottle of Active Vitamin D Serum-Oil for me to review as well as for three lucky giveaway winners. The opinions shared are my own and honest and if you really need to see more, click here to see how I roll.


text:
Comments on 'Kalitelm'
Please note: These comments are the personal opinons of members, and do not represent any sort of official judgement, even if they are made by people in club management. Everyone deserves respect for their creativity; but if you find a critical comment on one of your works, please don't take it personally. On the other hand, personal attacks are not tolerated and any comment containing them will be deleted as soon as we discover it!
|Layla Lawlor
|I love her hair and her smirk!
Home | Characters | Art | Fiction | Articles | Contact | Privacy Policy |Member Login
Or, subscribe and support individual creators!
[Concept and Site Design: Ellen Million | Website basecode: Ron Swartzendruber]
[No portion of this site's content may be used or copied without prior, written consent.]

subset: commoncrawl


text: |The soft, natural color and sturdy weave of our Montauk Rectangular Basket call to mind a beach house in the Hamptons or a spa retreat. You'll find ample room for storing loads of laundry, toys or pillows. A removable, cotton liner completes the look while two cutout handles make it easy to transport.


text:
CLEVELAND – Roma Gypsies are invading Cleveland, taking advantage of the current economic crisis to set up tent neighborhoods.
Roma, called Gypsies, had traveled around rural areas of America in the 1930s. Many Roma from Russia and the Balkan countries came to the U.S. and Canada during the late 1800s. Experts believe Roma originated from northwestern India, but hundreds of years ago they were labeled Gypsies because people incorrectly thought they came from Egypt. Gypsies were persecuted by the Nazis during the late 1930s and early 1940s. Nearly 500,000 Roma people died in concentration camps.
Since then, Gypsies have roamed all over Europe – Eastern and Western. Recently, thousands of Roma gypsies deported from France are heading for the midwest of the United States. Many have been spotted in Pennsylvania and Michigan but there has been a large number seen in recent weeks in Ohio, with close to 50,000 setting up camps in Cleveland and the surrounding suburbs.
Ohio has the perfect weather for us," said Radva Kurcik, a Roma leader from Romania. "There are also many empty office buildings and houses in Cleveland, that we intend to take over. We love Cleveland!"
The Cleveland Police have not yet taken any action against the gypsies. "We do not want to racial profile any group. We are taking this gypsy situation seriously, but we're going slowly."
"Going slowly?" said Jim Scott of Hudson, Ohio. "We got gypsies all over the place. There was over five hundred setting up camp on our town football field. Somebody has to do something!"
Many of the gypsies have already managed to get onto the unemployment rolls in Ohio. "They make it very easy for you to get unemployment benefits and food stamps. Plus, President Obama met with us over the weekend and promised us free healthcare, said Katrina Vldoch. "America is the greatest nation in the world."
Many Cleveland residents are upset about the influx of Gypsies. "They are thieves and robbers. They don't work and they don't contribute to society. We want the government to do something! We want them out!" said Missy Connors of Cleveland.
Connors was later arrested for attacking a gypsy that had moved into her house. "The Police are siding with the gypsies. This is outrageous!" said Scott.
Cleveland Mayor Frank Jackson said that the city is planning to have a meeting to discuss forming a panel to address the Gypsy situation. "We don't want to discriminate about anybody. Cleveland loves diversity."
Meanwhile, the Obama Administration has told the Roma leadership that gypsies are welcome in America – especially in Ohio. But, if Ohio voters promise to vote for Obama in 2012, the Administration said that they will encourage Gypsies to head to Missouri.


text:
Today Guitarworld.com hosts the exclusive premiere of IHSAHN's "Introspection," the third track off the legendary vocalist/guitarist's forthcoming new full-length, Eremita. Set for release on June 19 via Candlelight Records, the nine-track opus was recorded and produced at Telemark's Ivory Shoulder Studios, with additional tracking completed at Notodden's Juke Joint Studio and Seattle's Envisage Audio and mixed by Jens Bogren (Opeth) at Fascination Street Studios in Orebo, Sweden. Alongside IHSAHN, the album features performances from drummer Tobias Ornes Andersen (Leprous), saxophonist Jorgen Munkeby (Shining – Norway), guitarist Jeff Loomis (ex-Nevermore), and vocalists Devin Townsend, Einar Solberg (Leprous), and Heidi S. Tveitan (Star of Ash). Exhibiting IHSAHN's highly-trained guitar and keyboard skills, Eremita (latin for hermit) is a journey that is sure to find an expanded audience for the revered 36-year-old.
Feast your ears on "Introspection" at THIS LOCATION.
IHSAHN's prodigious and prolific talents have been at the forefront of heavy music for the past two decades. He began his career at age thirteen as a member of what would become fledgling black metal crew Emperor. As a band, Emperor would both define and refine metal, pushing the boundaries of what was considered possible within the most arcane of art forms and taking some of the most adventurous and extreme music of all time to a huge global audience. With albums like seminal In The Nightside Eclipse (recorded when IHSAHN was only seventeen), and Anthems To The Welkin At Dusk, Emperor obliterated all-comers and became one of the most revered metal bands in history. After the release of their final masterpiece, Prometheus: The Discipline Of Fire & Demise in 2001,IHSAHN announced that the band were to part ways to enable himself and his colleagues to pursue new creative avenues.


text:
Huge rally in San Francisco this afternoon to celebrate the World Series Champion SF Giants! So proud to be from SF. Fantastic day as the players got on the mics and are such a perfect fit for our quirky town... Beers tonight to toast SF and the Giants!
And that's not even one half of it.
|< Prev
|Next >


text:
This entry was posted on Monday, August 8th, 2022 at 07:00 and is filed under Daily Quote. You can follow any responses to this entry through the RSS 2.0 feed.
Both comments and pings are currently closed.
Comments are closed.
© 2007-2011 Aliyah Burke. All Rights Reserved. |Design by MMJ Designs|Powered by WordPress.
|Entries RSS
| Comments RSS.


text:
Tak Fujimoto Biography
Tak Fujimotocinematographer
Award-winning Japanese-American director of photography who is considered one of the most talented camera operators in Hollywood. His rise to the top was a long one. A graduate of the prestigious London Film School, Fujimoto first worked as an assistant to Haskell Wexler on television projects and then with Jonathan Demme on several B-pictures. He made his debut as full cinematographer on Badlands (1973). His other credits include The Silence of the Lambs (1991), Philadelphia (1993), The Sixth Sense (1999), Signs (2002), and the remake of The Manchurian Candidate (2004).
|The Fugees
|Charles Fuller
See also:
Here are the facts and trivia that people are buzzing about.


text:
In this article, I respond to Robert McHenry's anti-Wikipedia piece entitled "The Faith-Based Encyclopedia." I argue that McHenry's points are contradictory and incoherent and that his rhetoric is selective, dishonest and misleading. I also consider McHenry's points in the context of all Commons-Based Peer Production (CBPP), showing how they are part of a Fear, Uncertainty and Doubt (FUD) campaign against CBPP. Further, I introduce some principles, which will help to explain why and how CBPP projects can succeed, and I discuss alternative ways they may be organized, which will address certain concerns.
Recently, a friend of mine passed a rather noteworthy online article my way. The article, published in Tech Central Station, was entitled "The Faith-Based Encyclopedia," and was written by Robert McHenry [McHenry, 2004]. McHenry, the Former Editor in Chief of the Encyclopedia Britannica, was quite critical of Wikipedia in this article. Perhaps this comes as no surprise to readers who are already detecting the potential for a slight conflict of interest here. Still, I expected to learn something from this article, as Wikipedia is not perfect, and McHenry seemed like a reputable individual. Instead, I was greeted with an onslaught of FUD that left me flabbergasted. I can honestly say I learned nothing from "The Faith-Based Encyclopedia."
The goal of FUD is to make money when the free software competition cannot be defeated fairly in the marketplace
For the uninitiated, FUD stands for "Fear, Uncertainty, and Doubt." It is a term popular within the free software community, used to describe the use of lies and deceptive rhetoric, aimed chiefly at free software projects. It is an accurate term. In brief, the goal of FUD is to make money when the free software competition cannot be defeated fairly in the marketplace. This can be done by scaring consumers through wild propaganda, or more recently, confusing courts through more subtle arguments.
Foremost in the FUD hall-of-shame are figures such as Microsoft CEO Steve Ballmer and SCO Corporation CEO Darl McBride. CEOs such as Larry Ellison and Scott McNealy advance FUD from time to time as it suits them, but are not as single-mindedly unrelenting as the worst of the bunch. For more information on these gentlemen, their claims, and the truth, I refer you to web logs such as Slashdot, Lawmeme, and Groklaw.
McHenry's article is not so much remarkable for its own points (which I dissect below) as for the reaction to it. Most people, even those who know Wikipedia well, seem to lack confidence regarding its role in society. Even Larry Sanger, a former project member and co-founder of Wikipedia, largely defers to McHenry's sentiment [Sanger, 2004]. Sanger goes as far as suggesting Wikipedia needs to be more elitist (note how he doesn't say more meritorious ), which would explicitly undermine the value of the project. I know other, very intelligent people, who had a "gosh, what were we thinking" reaction to McHenry's article, as if an angry god had come down from upon high to punish them for falling astray.
These arguments are a new kind of FUD, aimed not just at open source software, but at any form of free or open resource
Some of this attitude is understandable—Wikipedia is so new that most people don't know what to make of it. However, people like McHenry, with a vested interest or deep-seated bias, are ruthlessly taking advantage of this trepidation. I would implore everyone to weigh their own experiences in the matter much higher than the abstract arguments of third parties.
In the case of McHenry, I believe that these arguments are a new kind of FUD, aimed not just at free software, but at any form of free or open resource. I will make the case that there are in fact no terminally fatal shortcomings in Wikipedia, and that Robert McHenry is a pioneer of this new world of FUD, rightly deserving a spot next to Ballmer and McBride in the FUD pantheon.
Introduction to Wikipedia
Wikipedia is a collaborative, internet-based encyclopedia, made up of individual (but interconnected) entries. Anyone can create an entry for the encyclopedia, and anyone else can come along and edit existing entries. The intent is to tap the power of the general internet community's knowledge and the desire to share that knowledge, to build a free, high-quality, comprehensive online encyclopedia.
At first blush, it might seem like this could not work, and that the result would be a chaotic mess. But it does work. This is true due to a number of features of the collaborative system (mediawiki) and underlying social dynamics. I will discuss these later.
Wikipedia is almost becoming authoritative, a fact which clearly upsets McHenry and similarly-situated individuals
Wikipedia is a good resource. In fact, it is an incredible resource. As a frequent user of Wikipedia, I believe I am qualified to make this determination. Hardly a day goes by without my accessing a handful of Wikipedia articles, either from a web search, forwarded by a friend spontaneously or in reference to a conversation we have had, linked from other Wikipedia articles, or accessed directly in an ad hoc fashion.
I have noticed recently that Wikipedia is being invoked more, and contains more articles of a higher quality than in the past. Further, I cannot remember the last time I accessed a Wikipedia article that was not of apparent professional quality. Indeed, Wikipedia is almost becoming authoritative, a fact which clearly upsets McHenry and similarly-situated individuals.
I have never used an encyclopedia as much as Wikipedia and I thank the Wikipedia community for what they have created. Countless others share these sentiments. Wikipedia has enhanced my life and brought considerable progress to society. I consider these facts so easy to demonstrate that they are pointless to debate.
It is into this milieu that McHenry's article arrives. Suffice it to say, I find his attitude and claims a little surprising, given the above observations. Those I know who are involved with Wikipedia do not seem to have received the same memo on the imminent collapse of their project. But as Görring once said, the bigger the lie, the more people who will believe it. I think this is what McHenry is shooting for.
Response to McHenry
McHenry's central thesis is that, quite contrary to general observation, Wikipedia is a poor-quality resource, that it is in a constant state of chaos, and that these problems will tend to get worse over time. Of course, he doesn't explain how one is to reconcile this claim with the increasing popularity of Wikipedia, other than a veiled suggestion that people are simply stupid.
McHenry begins his article with a proof-by-denigration. He takes the entire proposition, that a commons-based collaborative encyclopedia could even be successful, as ridiculously out-of-hand. He recounts Wikipedia's failed first start as "Interpedia," which I presume is done to poke fun at the concept, the people, and the community process behind Wikipedia. Then, in heavily loaded terms, he characterizes the claim of increasing quality as (emphasis added):
Some unspecified quasi-Darwinian process will assure that those writings and editings by contributors of greatest expertise will survive; articles will eventually reach a steady state that corresponds to the highest degree of accuracy.
He then goes on to say:
Does someone actually believe this? Evidently so. Why? It's very hard to say.
Actually, I don't believe it is so hard to say, and will go into detail on the matter shortly.
McHenry then goes on to theorize that the currently-vogue educational technique of "journaling" is responsible for corrupting the thinking of today's youth, consequently leading them to believe in something as ridiculous as the success of collaborative commons-based projects. I can only surmise that this bizarre tangent is due to a pet peeve of his, and believe it can be safely discarded.
Our friendly author then takes a stab at empirics. His method is to sample a number of Wikipedia entries, inspecting their previous versions and revision history to ascertain whether the quality has increased or decreased. The size of McHenry's sample set is: 1.
At this point, it is worth noting that Wikipedia recently reached the 1 million article mark.
About this dubious empirical method, McHenry says:
...I chose a single article, the biography of Alexander Hamilton. I chose that topic because I happen to know that there is a problem with his birth date, and how a reference work deals with that problem tells me something about its standards.
So in other words, he is quite cognizant of the fact that he is about to make an induction from one article to one million, based on a degenerate case. I will temporarily leave the reader to make their own value judgment of this policy, and proceed within the bounds of McHenry's game.
McHenry finds two problems with the Hamilton article. The first is that it gets a date wrong. The second is that it has declined in quality over time, at least, according to his standards. McHenry's definition of quality seems to consist solely of presentational matters such as spelling, grammar, and text flow. These are of course important considerations, but I propose that there are other important facets of quality—for example, coverage. In a later section, I will attempt to sort out some of the confusion on this topic. For now, let us again take McHenry's claims at face value, and proceed to the finale.
He concludes with a metaphor. I will reproduce it here in full (emphasis mine again):
The user who visits Wikipedia to learn about some subject, to confirm some matter of fact, is rather in the position of a visitor to a public restroom. It may be obviously dirty, so that he knows to exercise great care, or it may seem fairly clean, so that he may be lulled into a false sense of security. What he certainly does not know is who has used the facilities before him.
McHenry is essentially asking us to suspend all higher brain function at this point: in the above metaphor he simply pretends that the reviewability features he just based his entire analysis on do not exist.
A reminder is perhaps in order: to determine that his not-so-randomly chosen article declined in quality, McHenry used Wikipedia's revision history feature to look at how it had changed over time. This feature of Wikipedia, which is a hallmark of open content production systems, makes it precisely the opposite of a public restroom. You can in fact see everything that "came before you" with Wikipedia.
Public reviewability would be _embarrassing_ to traditional content creators
What would McHenry's metaphor apply more fittingly to?
Why, a traditional print encyclopedia, of course. If I wanted to analyze an arbitrary Britannica article's evolution over time (for example), I'd have to somehow acquire the entire back catalog of the Britannica (assuming older editions can even be purchased), presumably reserve a sizeable warehouse to store them all, and block out a few days or so of my time to manually make the comparison.
Even the electronic forms of traditional encyclopedias are sure to be lacking such reviewability features. This makes sense, as public reviewability would be embarrassing to traditional content creators.
So, in an artistic twist of doublespeak, McHenry has attempted to convince the reader that one of the key failings of traditional, closed media is actually the main problem with open, collaborative content. Presumably, love is also hate, war is peace, and so forth.
As if this was not enough, there were some other asides and general themes of his article that scream "FUD," or simply boggle the mind by virtue of their illogic.
For example, McHenry makes a point that seems like it should, by all rights, completely discredit his own article. He says (emphasis added):
I know as well as anyone and better than most what is involved in assessing an encyclopedia. I know, to begin with, that it can't be done in any thoroughgoing way. The job is just too big. Professional reviewers content themselves with some statistics—so many articles, so many of those newly added, so many index entries, so many pictures, and so forth—and a quick look at a short list of representative topics. Journalists are less stringent.
So in other words, no one can conclusively assess an encyclopedia. This is an odd thing to say before proceeding to assess an encyclopedia. McHenry also fails to meet even the approximate standard of his "professional reviewers," unless you seriously consider examining one article to be statistically significant. Personally, I think routine use, amortized over millions of people, can actually shed some light on quality.
You "never really know" if a Wikipedia article is true... but _this is also the case for traditional encyclopedias..._ no one in their right mind would claim that traditional encyclopedias are perfect
An important underlying theme of McHenry's piece is his repeated harping on the fact that you "never really know" if a Wikipedia article is true, and his jeering at the Wikipedia community for honestly admitting this. Simultaneously, he utterly ignores the fact that this is also the case for traditional encyclopedias. Once again, this is a purely rhetorical device, as no one in their right mind would claim that traditional encyclopedias are perfect.
I am of the school of thought that when you critique something for which there are alternatives, you should apply the same review criterion to the alternatives as you do to the main subject. Perhaps McHenry is just not a student of this school.
To sum it all up, the majority of McHenry's piece is laced with snide, pejorative, and in general, loaded words and statements. Many of his points undermine his core claims, but his argument-through-sentiment goes a long way towards leaving a negative impression of Wikipedia on the reader. This is a shame, and I hope that few people are dissuaded from using or contributing to the resource for this reason.
In the next section, I will address the following serious (but only implicit) claims of McHenry:
- Individual article quality in CBPP systems will inevitably (and monotonically) decline.
- The quality of the entire CBPP resource will decline.
- There is only one facet of quality that matters.
Understanding CBPP
Commons-Based Peer Production refers to any coordinated, (chiefly) internet-based effort whereby volunteers contribute project components, and there exists some process to combine them to produce a unified intellectual work. CBPP covers many different types of intellectual output, from software to libraries of quantitative data to human-readable documents (manuals, books, encyclopedias, reviews, blogs, periodicals, and more).
Even commercial sites, such as Amazon.com, have significant CBPP elements nowadays
Examples of successful CBPP efforts abound. The Linux kernel, the GNU suite of software applications, and the combined GNU/Linux system are prime examples of software CBPP. Slashdot.org is an important example of CBPP through submission of the news articles, and more importantly, the collaboratively-based comment filtering system. Kuro5hin.org is an example of a collaborative article and current-events essay blog, with an emphasis on technology and culture. Wikipedia is an example of a comprehensive encyclopedia.
Even commercial sites, such as Amazon.com, have significant CBPP elements nowadays. These manifest in Amazon as user-submitted reviews and ratings and interlinked favourites lists.
The enabling dynamic of CBPP is that people are willing to volunteer a little bit of work and a large amount of knowledge to online community systems, and that when this force is properly harnessed, significant overall value can be created.
This trend has not gone unnoticed, or unexplained.
In fact, the term CBPP was coined by Yochai Benkler in his seminal work "Coase's Penguin: Linux and the Nature of the Firm" [Benkler, 2002]. In this work, Benkler acknowledges that CBPP is a real and common phenomenon underlying many important intellectual efforts in the world today, and attempts to answer "why" and "how." Benkler explains why CBPP happens in terms of a simple economical analysis, which reveals that CBPP is a new mode of production, existing alongside markets and firms as a productive modus operandi.
However, I think there are some details about how CBPP functions that have not been summarized anywhere. Accordingly, I'd like to propose a pair of laws, which I believe apply to collaborative, commons-based production, and explain why Wikipedia and other CBPP efforts succeed. We could call them the "first two laws of CBPP:"
When positive contributions exceed negative contributions by a sufficient factor in a CBPP project, the project will be successful
- (Law 1.) When positive contributions exceed negative contributions by a sufficient factor in a CBPP project, the project will be successful.
This factor probably has to be greater than two in practice, because each negative contribution needs a proportional amount of work to be un-done. In other words, the project success criterion is p > an, where a > 2, and p and n represent positive and negative contribution quantity, respectively.
My guess for an approximate, "universal" minimum value of a would be about 10. This value probably has to be much greater than the theoretical minimum (2), because people in social settings will be annoyed and demotivated by a smaller quantity of adversity than is actually insurmountable. In general, contributors don't want to be spending a significant amount of their time treading water and backtracking. For example, if p / n = 3, then 33% of positive contributions are not going towards permanently improving the product.
However, I would bet that the positive-to-negative contribution ratio in many collaborative projects exceeds levels of 100 or 1000. In principle, the approximate value could be discovered empirically for particular projects. This would be a very interesting study to undertake.
- (Law 2.) Cohesion quality is the quality of the presentation of the concepts in a collaborative component (such as an encyclopedia entry). Assuming the success criterion of Law 1 is met, cohesion quality of a component will overall rise. However, it may temporarily decline. The declines are by small amounts and the rises are by large amounts.
This phenomenon can be explained by the periodic, well-meaning addition of new conceptual materials by disparate individuals. These additions are often done without much attention to overall presentation (i.e., pedagogy, terminology, flow, spelling, and grammar). However, when these problems become large enough (with respect to a single project component), someone will intervene and make a "massaging edit" that re-establishes the component's overall cohesion.
To this I also add a companion corollary:
- (Corollary.) Laws 1 and 2 explain why cohesion quality of the entire collection (or project) increases over time: the uncoordinated temporary declines in cohesion quality cancel out with small rises in other components, and the less frequent jumps in cohesion quality accumulate to nudge the bulk average upwards. This is without even taking into account coverage quality, which counts any conceptual addition as positive, regardless of the elegance of its integration.
I think these laws take a lot of the mystery out of Wikipedia. The intent here is not to diminish the achievement, but to help us understand how it can be so. Thoughtful people tend to expect a tragedy of the commons when considering any commons-based production effort, but CBPP defies this expectation. I have learned to accept and embrace this reality, as have impartial observers such as Benkler. Others, such as McHenry, have not. Perhaps this conceptual framework would help them move on.
Other Styles of CBPP
Wikipedia does not embody the only model for CBPP. In fact, there are numerous models, corresponding to the type of intellectual output being produced, as well as the characteristics of the specific community producing it. I believe it is important to distinguish between CBPP and specific models of CBPP, so as to allow people to make an educated decision as to whether to employ CBPP for their efforts. What is good for Wikipedia may not be the best model for your project.
McHenry bemoans the fact that anyone can edit a Wikipedia entry... but even if this was a legitimate problem, it still would not herald the downfall of CBPP
McHenry spends a lot of time in his article bemoaning the fact that anyone can edit a Wikipedia entry. While it is obvious that this modus operandi has not prevented Wikipedia from becoming a great success, it's not necessarily so obvious that there are other ways to organize CBPP. So even if this was a legitimate problem, it still would not herald the downfall of CBPP.
In previous work [Krowne, 2004], I identified one of the key attributes of CBPP as the authority model. The authority model of a CBPP system governs who has permissions to access and modify which artifacts, when, and in what workflow sequence.
In that study, I outlined two authority models, the free-form model, and the owner-centric model. The free-form model, which Wikipedia employs, allows anyone to edit any entry at any time. Changes can of course be rolled-back, but they can also be re-applied. The ultimate guard against malicious behaviour is therefore the administrators of the site. However, ne'er-do-wells typically lose interest long before it is necessary to resort to administrative powers.
My own project, PlanetMath, employs the owner-centric model by default. In this model, there is an owner of each entry—initially the entry's creator. Other users may suggest changes to each entry, but only the owner can apply these changes. If the owner comes to trust individual users enough, he or she can grant these specific users "edit" access to the entry.
These two models have different assumptions and effects. The free-form model connotes more of a sense that all users are on the "same level," and that expertise will be universally recognized and deferred to. As a result, the creator of an entry is spared the trouble of reviewing every change before it is integrated, as well as the need to perform the integration. By contrast, the owner-centric authority model assumes the owner is the de facto expert in the topic at hand, above all others, and all others must defer to them. Because of this arrangement, the owner must review all modification proposals, and take the time to integrate the good ones. However, no non-expert will ever be allowed to "damage" an entry, and therefore resorting to administrative powers is vanishingly rare.
It is likely that these models have secondary consequences. A natural result of the free-form model may be that entries lack some cohesion, and perhaps may even be of lower overall quality, despite having high coverage. On the flip side of the coin, the owner-centric model can be expected to foster a high level of cohesion quality, but may actually lag in coverage due to higher barriers to individual contribution.
McHenry's concerns can be translated into this framework, in which case he seems to be worried about the free-form model's effect on entry cohesion quality. (There's another interesting effect here: coverage quality is potentially less-bounded in digitized resources than in print ones, due to the near-complete removal of physical space limitations. Someone who only understands print resources—or has a vested interest in them—would therefore naturally de-emphasize the importance of coverage quality.) I don't believe this is a legitimate concern for Wikipedia, given the success of the project and utility of the overall resource. In fact, in the study I conducted in [Krowne, 2004], I discovered that while concern about the free-form model was common, it was not clear that it had any negative impact on productivity.
Instead, it seems likely that the multiple facets of quality (cohesion vs. coverage, and perhaps others) play into a balance in overall entry quality, relative to the different possible authority models. McHenry's concerns about cohesion quality might be more legitimate in other settings, or given a different balance of expertise, time available to volunteer, or malicious intent present. I believe further work needs to be done to study the issue of quality and CBPP authority models, as I suggested in [Krowne, 2004].
McHenry's piece is full of so many contradictions of logic and sentiment that it is perhaps best understood (if you want to be charitable) as the train-of-thought reactions of someone personally upset by change.
According to McHenry:
- Wikipedia has achieved much (this is difficult to deny). On the other hand, it barely got started (hah!), presumably because of its CBPP nature.
- There are no truth-guarantees with any knowledge resource. On the other hand, Wikipedia is all junk written by high-schoolers, even when its content is not patently false.
- Wikipedia is honest and forward with its caveats (again, difficult to deny). On the other hand, it needs caveats (hah!).
- Clearly the popularity of Wikipedia is astounding and people are abandoning print encyclopedias for it and other internet resources. On the other hand, people are mindless sheep who will accept junk, so long as it is free.
If in fact intentional and premeditated, this article amounts to propaganda-like doublespeak that would make Orwell blush. The intent seems to be to leave people with a negative feeling about Wikipedia and other CBPP resources. Such an intent is difficult to prove prima facie, since McHenry mentions enough positive fact about Wikipedia to give himself and his ideological allies a basic line of defence. However, this defence crumbles upon further inspection.
In this article I have addressed McHenry's actual points and implied complaints about CBPP, as well as introduced some descriptive principles of CBPP dynamics that help explain why the mode of production works. I hope these things help put the misconceptions and falsities propagated by McHenry and his ilk to rest. If this kind of FUD is required for traditional encyclopedias to survive in the future, then they will have rightfully earned the title "FUD-Based Encyclopedias."
Benkler, Yochai "Coase's Penguin: Linux and the Nature of the Firm," Yale Law Journal, December 2002. online article
Krowne, Aaron, Bazaz, Anil "Authority Models for Collaborative Authoring,"' HICSS 2004 Proceedings, January, 2004. online article
McHenry, Robert "The Faith-Based Encyclopedia," Tech Central Station, November 15, 2004. online article
Sanger, Larry "Why Wikipedia Must Jettison its Anti-Elitism," Kuro5hin.org, Dec 31 2004. online article


text:
Cookies are very small text files that are stored on your computer when you visit some websites.
We use cookies to help identify your computer so we can tailor your user experience, and improve the website experience for all visitors.
You can disable any cookies already stored on your computer, but these may stop our website from functioning properly.
The following are not Strictly Necessary, but are required to provide you with the best user experience and also to tell us which pages you find most interesting (anonymously).
Functional Cookies
This Website Will:
Track the pages you visits via Google Analytics
Targeting Cookies
This Website Will:
Allow you to share pages with social networks such as Facebook (If available)
Allow you to share pages via Add This (If available)
To view the 'Add This' Privacy Policy or to opt out of any online behavioural advertising, please visit Add This and click on the 'Opt Out' button.
This website will not:
Share any personal information with third parties.
However, you may prefer to disable cookies on this site and on others.
The most effective way to do this is to disable cookies in your browser.
We suggest consulting the Help section of your browser or taking a look at the About Cookies website which offers guidance for all modern browsers.


text:
In a small village in the valley lived a man who was always happy, kind, and well-disposed to everyone he met.
This man always smiled and had kind and encouraging words to say whenever it was necessary. Everyone who met him left feeling better, happier, and elated. People knew they could count on him and regarded him as a great friend.
One of the village dwellers was curious to know what his secret was and how he could always be so kind and helpful. He wondered how is it that he held no grudge toward anyone and always was happy.
Once, upon meeting him in the street, he asked him: "Most people are selfish and unsatisfied. They do not smile as often as you do; neither are they as helpful or kind as you are. How do you explain it?"
The man smiled at him and replied, "When you make peace with yourself, you can be in peace with the rest of the world.
If you can recognize the spirit in yourself, you can recognize the spirit in everyone, and then you will find it natural to be kind and well-disposed to all.
"If your thoughts are under your control, you become strong and firm.
The mind is like a robot programmed to do certain tasks. Habits and thoughts are the tools and programs that control the mind. You need to free yourself from this programming. Then, the inner good and the happiness that reside within you will be revealed."
"But a lot of work is necessary. Good habits have to be developed. The ability to focus and control thoughts has to be strengthened. The work is difficult and endless. There are many walls that need to be climbed. It is not an easy task." Lamented the villager.
"Do not think about the difficulties, otherwise, this is what you will see and experience. Just make your feelings and thoughts quiet, and try to stay in this peace. Just try to be calm, and do not let yourself be carried away by your thoughts."
"Is that all?" Asked the villager.
"Try to watch your thoughts and see how they come and go and stay in the quietness that arises.
The moments of peace will be brief at first, but in time, they will get longer. This peace is also strength, power, kindness, and love.
In time, you will realize that you are one with the Universal Power, and this will lead you to act from a different dimension, different point of view and different consciousness, not from the selfish, small, limited ego."
"I will try to remember your words," said the villager, and continued, "there is another thing that I am curious about. You do not seem to be influenced by the environment. You always seem to be happy. You always have a kind word for everyone, and you are helpful. People treat you well, and never exploit your goodness."
"Some people think that being good and being kind means weakness. The truth is that they mean inner strength, and do not point to weakness.
When you are kind and considerate, you can also be strong.
People sense your inner strength, and therefore, do not impose on you. When you are strong and calm inside, you help people, because you can, and you want to. You act from strength, not from weakness.
Goodness is not a sign of weakness. A good character can manifest together with power and strength.
When you are calm inside, you are also happy. When your mind is quiet, there is no anger, no resentment and no negative thoughts. This leads to happiness and to a feeling of content and joy."
"Thank you very much for your advice and explanations", said the villager, and went away happy and satisfied.


text:
Formula-feeding has been vilified in recent years, with new moms being told that if they don't breastfeed, they could be putting their child at risk for a slew of health, behavioral and developmental problems. But the findings of a new study suggest that's total bullshit. Breast might actually not be best.
The study, published in the journal Social Science & Medicine, analyzed data from three separate groups—"8,237 children, 7,319 siblings and 1,773 sibling pairs where at least one child was breast-fed and at least one child was not"—and measured 11 different issues that were previously thought to be impacted by breast vs. bottle feeding (like obesity, hyperactivity, parental attachment, reading comprehension, etc.).
When they looked at data across all families, breast-feeding had better outcomes than bottle-feeding in factors like BMI, hyperactivity, math skills, reading recognition, vocabulary word identification, digit recollection, scholastic competence and obesity.
However, when the researchers looked just at the siblings who were fed differently, the benefits were not statistically significant. The exception was that breast-fed children were at higher risk for asthma, though it was unclear if those reports were self-generated or actual diagnoses.
It's been well-documented that women who breastfeed tend to be wealthier and more educated than mothers who don't (or can't). By looking within families, instead of across them, the study was able to highlight the nurture vs. nature aspect that often gets ignored in the breastfeeding debate.
But it's unlikely that the research will have any impact on how breastfeeding is being pushed. The CDC has said it's "committed to increasing breastfeeding rates throughout the United States and to promoting and supporting optimal breastfeeding practices toward the ultimate goal of improving the public's health."


text:
Good morning,
I have the pleasure to announce the launch of a crowdfunding campaing for the SYLPHYO, a new electronic music wind instrument. The Sylphyo has advanced blowing control and wireless Midi.
More details and presentation videos following this link:
This one could be an interesting companion to play the Solaris ...
Aodyo Instruments team
AODYO SYLPHYO Wirless MIDI Wind Controller INDIEGOGO Campaign
Off Topic Discussion area
Post Reply
1 post • Page 1 of 1
Post Reply
1 post • Page 1 of 1
Who is online
Users browsing this forum: No registered users and 1 guest


text:
I Have to Write a Poem for Class
By Jack Prelutsky
I have to write a poem for class
But don't think I'll succeed,
I know I don't know all the words
That I am going to need.
I cannot quite imagine
How my poem's supposed to be —
I've got a sinking feeling
I'm not good at poetry.
My poem must have a meter
And it also has to rhyme,
It's due tomorrow morning…
How I wish I had more time!
I do not think that I can write
A poem the way I should —
But look…this is a poem right here,
And it is pretty good.
Writing poetry is a great exercise for English language learners. It gives them a chance to experiment with language and vocabulary, and to freely share their ideas without the confinement of perfect grammar or firm structures. Many ELLs have also had rich life experiences that range from memories of their home culture to saying good-bye to loved ones and adjusting to a new life in the U.S. They may very well welcome this opportunity to create heartfelt poems to share with their classmates and family. Here are some suggestions for getting started:
- Read a variety of poems first. I would recommend a couple of different kinds of poems before assigning any writing activities. For more ideas on how to start a unit on poetry, be sure to take a look at Introducing and Reading Poetry with English Language Learners . While the introduction doesn't have to be too in-depth, giving students time to read and think about poems will help them feel more comfortable when it's time to write.
- Introduce different poetry forms as models. Read some poems that fit the structure or format, discuss unique rhyming or line patterns, and then have students try writing on their own, using the poems read in class as a model. Focus on each form before moving on to the next one so that students have a chance to master it.
- Use poetry throughout the curriculum. You may also wish to use poetry writing as an activity in other content-area lessons, or trying having students write some of these poems as riddles that their classmates have to figure out.
My own knowledge of poetry forms was pretty limited before I began teaching poetry, but here are some poetry forms that work effectively with students, as well as some ideas of how to help students try their hand at writing! I recommend beginning with simple poetry styles such as the ones that follow, as these forms offer a lot of structure and students of all English levels will find them easier to work with.
I have linked to a number of online resources throughout the article from websites such as PoetryTeachers.com, Education World, Poets.org, PBS, ReadWriteThink, EdSitement, ArtsEdge, and Scholastic, but there are many, many more websites devoted to teaching poetry out there — this is just a sample!
Poetry Forms for Beginners
Video: The Power of Poetry
Take a look at these different perspectives on reading and writing poetry from some of our favorite poets, featured in our poetry section!
Group Poem
This is a good place to start before students create their own poems. Ask students for poem ideas and then choose one of those ideas for the poem. Have students brainstorm all the words they can think of that are associated with the topic of the poem. If learning a new form, work with the class to figure out how to use that form with the suggested words. Little by little, the poem will be created. You may want to help the students review their poem and make any changes to improve it. For example, the students may want be able to find more descriptive words than the original suggestions. Once the students have done a couple of group poems they will be ready to create poems in pairs or on their own. (This strategy can be use with all of the forms listed in this article.)
Students write their name or a key vocabulary word in capital letters down the left side of the page. Then they insert a word that begins with each vocabulary word. It may be helpful to brainstorm first. The vocabulary words can be descriptive or can refer to things that are important to the student, such as a favorite sport or musician. For example:
Rio de Janeiro
You may wish to start with a class acrostic poem about a word, historic figure, or person that everyone in the class will know. Then have students write poems about their classmates — keeping the descriptions positive, of course! Students can also try writing acrostics about everyday objects, places, feelings, or ideas.
- How to Write Acrostic Poems (PoetryTeacher.com)
- Acrostic brainstorm activity (Scholastic)
- Building Classroom Community Through an Exploration of Acrostic Poetry (ReadWriteThink)
"I Am" Poem
This format can be used by students to describe themselves, or to describe a figure from history, literature, current events, or anywhere else!
- "I Am" poem (ReadWriteThink)
Name Poem
Another (auto)biographical form is the name poem. While many name poems use acrostics, another common format uses this 10-line structure, which encourages students to think about themselves, their family, and what matters to them.
- Name poem (ReadWriteThink)
A bio-poem is a poem that a student writes about herself. Not only does it give students a chance to reflect about their own lives, it allows the class to get to know each other better!
5 W's Poem
This format is a great tool for teaching students about the 5 W question words (Who? What? When? Where? Why?) As you can see below, students can get pretty creative with something very simple!
- 5 W's poem (ReadWriteThink)
Magnetic Poetry
This is a take-off on the magnetic poetry people have on their fridge. Students receive little cards (index cards cut into smaller pieces) with known vocabulary words on them, and then work in pairs to create a poetry message. The cards can be saved and used throughout the year in a little box, or you can cut magnets (such as the kind you get from a store or restaurant) into little pieces and gluing them to the back of the cards to play with on the white board or file cabinet.
Free Form
Free form (or free verse) is exactly that — free from grammar rules or conventions of writing. This is definitely a type of poetry that students should see a few examples of so that they understand just how free it is! Students choose an idea or theme and create vocabulary words that evoke the emotions and visual they want to share. Then they string the words together in short sentences or in vocabulary sequence to create the poem. Students may even wish to experiment with the layout of the poem on the page. If students need a structure to start with the teacher can show a model with a three word refrain at the beginning and end. Students can also be told to keep sentences to six words or less so it doesn't become a story.
- Autumn (PBS Kids)
- A Bad Day at School (ReadWriteThink)
- Introduction to Poetry (Poets.org)
- Colors of the Seasons Writing Activity (PoetryTeachers.com)
- Writing Free Verse in the "Voice" of Cesar Chavez (ReadWriteThink)
I enjoy teaching Cinquain poetry because of the easy format and the opportunities for developing the nuances of vocabulary. My students of all English levels were able to create a wonderful selection of poetry — funny, sad, and beautiful. I really loved introducing this poetry form to my students because they could put so much of themselves into it and they worked well with the format. The outline follows:
One word = topic
Two words = description
Three words = adverbs
Four words = actions (-ing verbs)
One word = sum it up word
soft, white
gently, playfully, quickly
napping, whining, purring, jumping
Depending on the English level of the students, the format could be changed to fewer lines. Students can work in pairs to review each other's poems and suggest some options of different vocabulary words. Students can also write cinquains about themselves or each other.
- Bubbles (PBS Kids)
Lessons and activities:
- Getting to Know You with Cinquains (ReadWriteThink)
- Cinquain poem template (ReadWriteThink)
- Bilingual cinquain graphic organizer (ReadWriteThink)
- Best-Guess Poetry Square (Scholastic)
Shape Poems
A shape poem (or concrete poem) describes a familiar object, and is written in the shape of the object. You may wish to start with an object that the whole class writes about before having students write their own poems. Shape poems give students a chance to brainstorm words and ideas connected with the object, and to delve deeper into the associations we have with everyday objects.
Lessons and activities:
- Writing Extraordinary Poems About Ordinary Objects (ReadWriteThink)
- Write Shape Poems (ReadWriteThink)
- Peace 2: Writing and Illustrating a Diamante Poem (ArtsEdge)
- Poetry with a Twist (Scholastic)
- Tips for Using Shape Poems (ReadWriteThink)
- Shape Poems online resource (ReadWriteThink)
Catalog Poems
This form of poetry is essentially a list that uses very concise language to describe something such as an emotion or a familiar object. It allows students to explore a single idea while at the same time practicing an economy of language.
- Put That on the List — Collaboratively Writing a Catalog Poem (ReadWriteThink)
- Put That on the List — Independently Writing a Catalog Poem (ReadWriteThink)
Poetry Forms for More Advanced Students
For students who are more comfortable with poetry forms and have a higher level of English I recommend the following forms as they require enough proficiency in English to be able to hear syllables and rhymes and enhanced descriptive vocabulary.
This is the Japanese poetry form that relies on a pattern of syllables: 5-7-5. The trick for ELLs is to be able to hear the syllables and get the wording right. If a student mispronounces a word they will not represent it correctly in the poem. Here is an example of a Haiku written by a student :
Smooth ocean shining,
Happy dolphins love to play.
Islands far at sea.
- Can You Haiku? (EdSitement)
- Reading, Writing, Haiku Hiking! A Class Book of Picturesque Poems (ReadWriteThink)
- Exploring Selected Haiku by Issa (Teachers' Domain)
Rhyming poems seem like they would be very simple. Everyone has recited the poem, "Roses are red, violets are blue." and filled in the rhyme. However, ELLs may not have a strong rhyming concept (depending on their first language and literacy skills) and they may not hear they rhyme of English words — not to mention the fact that you have to know quite a few vocabulary words to be able to come up with a rhyming word that makes sense. To introduce a rhyming format I recommend starting with something simple and then increasing difficulty as students work. For younger readers, many of Jack Prelutsky's poems have very accessible rhymes and rhythms. Older readers may enjoy the more lyrical verses of Langston Hughes.
Feeling and Place
Feeling and Place poems are really themes for any poem, although they lend themselves well to free form poetry. These poems require students to have an advanced vocabulary and the ability to describe emotions and places in detail. Students can start by brainstorming all the words they relate to a feeling, for example. If the word is, "Sad," they might make a list that includes depressed, tired, crying, missing, lost, father, distance, etc. Once they have the list of words they can choose some of them to begin creating metaphors, such as, "Crying is like you're turned inside out." Or "Missing someone is like an emptiness." Once students have compiled a list of vocabulary words and metaphors, they can begin putting the ideas together to make a poem. Throughout the process students can review each others' work and offer suggestions and feedback.
- How to Write Poems About Feelings (PoetryTeachers.com)
- A Picture of Your Feelings (Education World)
- I See by Your Outfit that You Are a Cowboy! (Oregon Public Broadcasting)
Invent Your Own Poetry Form!
In this lesson plan , teacher Glori Chaika describes an activity in which students invented their own poetry form at the end of the year, and then had to describe how to write poems in their form to their classmates. If other students couldn't follow the form, students revised their form and/or instructions until everyone could use the style.
Other Activities
While form is important when writing poetry, there is much more to it. Poetry offers the opportunity to explore an idea and emotion, to describe a special place or object that we take for granted, and create an image that others will be able experience. For this reason, I think it helps to incorporate some instructional strategies that will help students develop these skills.
Sparking Imagination
It may help get those creative juices flowing by doing some activities such as the ones suggested by teacher Faith Vicinanza. One of the activities involves students imagining that they are something else such as "a drop of rain, the color blue, a school bus, or a stalk of wheat." Then students must be that object, and write about what they see, and where they go, etc. Ms. Vicinanza has some other great ideas in Calling on the Muse: Exercises to Unlock the Poet Within .
Artwork and Visualization
Another good way to begin warming up to writing poetry is to ask students to close their eyes and go through a guided visualization. Instruct the students to think of a place. Is it indoors or outdoors? What do you see and hear? What colors and sounds? Are people there? What are they doing? How do they feel? How do you feel? When the students open their eyes they can draw the picture they formed in their head and then explain it to a partner. In this exercise, students begin to practice focusing on the process of visualization, and formulate the vocabulary they will need to add description and emotion to their poetry.
Box Toss
A quick warm-up for students before writing is the box toss. Make a little box and write words on all the outside surfaces of the box. You could also put post-it notes words on the sides in order to re-use the box. Students sit in a circle and take turns tossing the box or passing it around. The teacher gives the students a task using the word that is visible when the box is caught. For example, the teacher might tell the student to list three adjectives describing their word, and if another person gets the same word, they will have to think of three new adjectives. Or the teacher might ask them to think of two words that rhyme with the box, or to say the first thing they think of when they see that word. It is really an activity to get students thinking creatively and quickly about words, and to emphasize that writing poetry is about expression not being perfect.
Boring poem
I like to use this technique to model how to revise a poem to make it more specific and interesting. The beauty of poetry is finding just the right words and putting them together to create a picture or emotion. I put the following poem on the board.
I woke up.
It was a nice day.
I was happy.
I ask the students if they like my poem. Some are too polite to say, "No." Then I ask them if they can think of some other words I might use to make it more interesting. They think of things like "opened my eyes," "gorgeous" or "thrilled." Then we play with putting the words in the poem and create something much more interesting than the original. I have the students compare the two poems and then discuss why the second poem is more interesting. We practice with more vocabulary words and put them on a continuum of general to more specific. For example:
Good — happy — ecstatic
Using the Thesaurus
This is an excellent time to introduce the Thesaurus and how to use it. I taught my students how to use the Thesaurus with some music activities. I played a variety of music selections with my students and asked them to write all the vocabulary words that came to mind as they listened. One piece was sad and slow, one was cheerful, and one was a loud hard rock number. After the students had finished listening, I had them work in small groups to share their words and discuss any new vocabulary. As a class we discussed how each word may have a slightly different meaning such as the difference between "sad," "mournful," and "despondent." I introduced the thesaurus to the students and lead them through the steps to discovering different words for the same thing. I then reinforced the importance of knowing the meaning of the words because the Thesaurus may list words that have different meanings from each other. For example, the word "connected" might have words listed that could have different meanings such as "linked" or "related." These discussions help students begin to understand the nuance of the different meanings.
Using Songs and Music
Discussing songs and song-writing can complement a poetry lesson nicely, and may be of particular interest to students who enjoying listening to music and thinking about lyrics. Here are some ideas of how to use songs and music in your poetry instruction.
- Life Reflections in Songwriting and Poetry (Oregon Public Broadcasting)
- Poetry in Song (Scholastic)
- The Connection Between Poetry and Music (ReadWriteThink)


text:
Trigonometric Functions
Cornell University
PhD. in Mathematics
Norm was 4th at the 2004 USA Weightlifting Nationals! He still trains and competes occasionally, despite his busy schedule.
An angle is the figure formed by two rays with a common endpoint. We typically use degree measures when measuring angles, however we can use radian angle measure as an alternate way of measuring angles in advanced math courses. This measure is based on using a point on the vertex and measuring the arc length compared to the radius.
I want to talk about radian measure of angles. Recall that an angle is the figure formed by 2 rays with a common end point. I've drawn 2 rays here, ray ba and ray bc and they share end point b and this figure is called an angle. Now you may remember from Geometry that degree measure is how we normally measure angles in the real world 360 degrees is one revolution of the circle that definition results in the following definitions for acute angle, right angle and obtuse angle. And acute angle is an angle between 0 degrees and 90 degrees, a right angle is an angle with a measure of exactly 90 degrees and an obtuse angle is an angle between 90 degrees and 180 degrees.
I want to talk about radian measure though, this is the way you'll see angles measured in a lot of advanced Math courses and it's based on the idea of inscribing the angle in a circle putting point b the vertex of the angle right on the center of a circle. Now here's our angle theta and this length bc or ba is the radius of the circle. Arc ac has length s we define the radian measure of an angle as theta equals s over r. The arc length divided by the radius, this is very important because in most of advance Mathematics when you do trigonometry you do it assuming the angles are in radian measure.


text:
COMMONWEALTH OF PENNSYLVANIA ex rel. SULLIVAN v. ASHE, Warden.
58 S.Ct. 59
82 L.Ed. 43
COMMONWEALTH OF PENNSYLVANIA ex rel. SULLIVAN
ASHE, Warden.
No. 25.
Argued Oct. 21, 22, 1937.
Decided Nov. 8, 1937.
Messrs. Wm. J. Hughes, Jr., of Washington, D.C., and Bernard T. Foley, of Erie, Pa., for petitioner.
Messrs. Adrian Bonnelly, of Philadelphia, Pa., and Burton R. Laub, of Erie, Pa., for respondent.
Mr. Justice BUTLER delivered the opinion of the Court.
The question presented in this case is whether, consistently with the equal protection clause, a State may classify punishments to be imposed on convicts breaking out of the penitentiary by authorizing the court to imprison each for a period not exceeding his original sentence.
September 21, 1936, petitioner, asserting that he was illegally committed to the Western Penitentiary of Pennsylvania to serve a sentence for the crime of breaking out of that prison, applied to the highest court of the State for a writ of habeas corpus. The court granted a rule to show cause and, after hearing counsel for the parties, held petitioner lawfully sentenced and discharged the rule. 325 Pa. 305, 188 A. 841. The petition for writ of certiorari asserts that this decision conflicts with State v. Lewin, 53 Kan. 679, 37 P. 168; In re Mallon, 16 Idaho 737, 102 P. 374, 22 L.R.A.(N.S.) 1123, and State v. Johnsey, 46 Okl.Cr. 233, 287 P. 729. The statutes condemned in the Kansas and Idaho cases differ essentially from the Pennsylvania statute upheld in this case. Finding conflict between the decision below and that in the Oklahoma case, we granted the writ. Judicial Code § 237(b), as amended, 28 U.S.C. § 344(b), 28 U.S.C.A. § 344(b); 301 U.S. 675, 57 S.Ct. 924, 81 L.Ed. 1336.
The challenged provision, found in the Act of March 31, 1860, P.L. 382, declares (section 3 (18 P.S.Pa. § 251)) that 'if any prisoner imprisoned in any penitentiary * * * upon a conviction for a criminal offense * * * shall break such penitentiary * * * such person shall be guilty of a misdemeanor, and upon conviction of said offense, shall be sentenced to undergo an imprisonment, to commence from the expiration of his original sentence, of the like nature, and for a period of time not exceeding the original sentence, by virtue of which he was imprisoned, when he so broke prison and escaped * * *'
In 1929, petitioner pleaded guilty of the crimes of burglary and larceny and was sentenced to the Western Penitentiary for a term of from three to six years. In December, 1931, he broke out, and, after capture and conviction, was sentenced to imprisonment for a term of the same length as, and to commence at the expiration of the original sentence.
To illustrate the inequalities between sentences permissible under the challenged provision, petitioner emphasizes the fact that, if two or more convicts escape together under the same circumstances, they may be sentenced for different terms. In fact, the record shows that petitioner escaped simultaneously with one McCann and that upon conviction for the same crime the latter was sentenced to serve a term equal to his original sentence, from one to two years.
But the fact that terms of imprisonment may differ as do original sentences does not warrant condemnation of the statute. The law has long recognized a relation between punishment for breach of prison and the offense for which the prisoner is held, and it has more severely punished prison breaking by one undergoing imprisonment for grievous crime than if done by one held for a lesser offense. Prior to the statute de frangentibus prisonam of 1 Edw. II (1307) every prison breaking by the offender himself, whatever the crime for which he was committed, was a felony, punishable by 'judgment of life or member.' This severity was mitigated by the statute. It forbade that judgment unless the breaking was by one committed for a capital offense.1 Breach and escape by one held for felony continued to be dealt with as felony; but, if committed by one confined for an inferior offense, was punishable as a high misdemeanor by fine and imprisonment.2 In harmony with that idea a number of States deal with that offense more severely when committed by one imprisoned for a heinous offense or a long term.3 Indeed, this Court has sustained classification for punishment of crimes by convicts upon the basis of the sentences being served at the time. In Finley v. California, 222 U.S. 28, 32 S.Ct. 13, 56 L.Ed. 75, it held that a statute prescribing the death penalty for the commission by life prisoners of assaults with intent to kill, lesser punishments being laid upon other convicts, was not repugnant to the equal protection clause.
The principle is similar to that under which punishment of like crimes may be made more severe if committed by ex-convicts. Persistence in crime and failure of earlier discipline effectively to deter or reform justify more drastic treatment. Graham v. West Virginia, 224 U.S. 616, 623, 32 S.Ct. 583, 56 L.Ed. 917; McDonald v. Massachusetts, 180 U.S. 311, 21 S.Ct. 389, 45 L.Ed. 542; Moore v. Missouri, 159 U.S. 673, 677, 16 S.Ct. 179, 40 L.Ed. 301; Plumbly v. Commonwealth, 2 Metc. (Mass.) 413, 415; People v. Sickles, 156 N.Y. 541, 547, 51 N.E. 288. Save as limited by constitutional provisions safeguarding individual rights, a State may choose means to protect itself and its people against criminal violation of its laws. The comparative gravity of criminal offenses and whether their consequences are more or less injurious are matters for its determination. Collins v. Johnston, 237 U.S. 502, 510, 35 S.Ct. 649, 59 L.Ed. 1071; Howard v. Fleming, 191 U.S. 126, 135, 136, 24 S.Ct. 49, 48 L.Ed. 121. It may inflict a deserved penalty merely to vindicate the law or to deter or to reform the offender or for all of these purposes. For the determination of sentences, justice generally requires consideration of more than the particular acts by which the crime was committed and that there be taken into account the circumstances of the offense together with the character and propensities of the offender. His past may be taken to indicate his present purposes and tendencies and significantly to suggest the period of restraint and the kind of discipline that ought to be imposed upon him.
Presumably, the sentence bring served at the time of prison breaking was determined upon due consideration of the pertinent facts. The judgment then pronounced is good evidence of the convict's natural or acquired vent of mind and his attitude toward the law and rights of others. The fact that he would and did break prison shows him still disposed to evil and determined to remain hostile to society. And that is sufficient to sustain the classification made by the Pennsylvania statute for punishment of prison breakers on the basis of their original sentences.
'That none from henceforth that breaketh prison shall have judgment of life or member for breaking of prison only, except the cause for which he was taken and imprisoned did require such judgment, if he had been convict thereupon according to the law and custom of the realm, albeit in times past it hath been used otherwise.'
See 4 Blackstone, p. 130; 1 Hale's Pleas of the Crown, c. 54; 2 Hawkins' Pleas of the Crown, c. 18; 2 Wharton Criminal Law (12th Ed.) § 2019; Rex v. Haswell, R. & R. 458; Commonwealth v. Miller, 2 Ashm. (Pa.) 61; Cf. Rex v. Fell, 1 Ld.Raym. 424; Kyle v. State, 10 Ala. 236; Commonwealth v. Homer, 5 Metc. (Mass.) 555, 558.
Arizona, Revised Code 1928, § 4539; Connecticut, Gen.Stats. (1930 Revision) §§ 6173, 6175. Idaho, Code 1932, §§ 17-803, 17-804. Indiana, Annotated Statutes, 1933, § 10-1807. Maine, Revised Statutes, 1930, c. 133, § 16; c. 152, § 45. Minnesota, Mason's Statutes 1927, § 10007. New York, Penal Law, § 1694. North Dakota, Compiled Laws 1913, § 9351. Washington, Remington's Revised Statutes, § 2342. Wisconsin, Statutes 1935, §§ 346.40, 346.45.
The following state regulations pages link to this page.


text:
The Elkay BPSR2317MR2 Stainless Steel Double Bowl Gourmet Sink is flawlessly drawn from nickel bearing stainless steel. Its smooth surface corresponds with any color and it is furnished with 2 faucet holes. This solid stainless steel will give you a lifetime service responding to your proper care and maintenance. This finish is exclusive for Elkay and it provides deep, warm, classic tones to stainless steel. This product features a pre-drilled configuration that is designed to center a single hole faucet, and includes a second hole for a soap/lotion dispenser or faucet spray to the right. This Elkay BPSR2317MR2 Stainless Steel Double Bowl Gourmet Sink is also designed to be attached simply to the base of any solid surface countertop. This Elkay BPSR2317MR2 Stainless Steel Double Bowl Gourmet Sink is a self-rimming sink which complies with ADA when installed accordingly to the bowl depth. The bottom of this sink is fully protected by a heavy duty spray. It also prevents condensation and dulls sound. Elkay sinks will give a great function and value for your homes. Elkay leads in making stainless steels for a lot of reasons. Aside from unique designs and features, their sinks are produced with the highest quality.
|Two Bowls
|Product Collection:
|Number of Holes:
|2 Hole
|Material Gauge:
|20 Gauge
|Stainless Steel
|Mpn #
|Shipping Dimensions
|23.4" x 8.8" x 31.1"
|10.75 lbs.
|Shipping Dimensional Weight
|36.45 lbs.


text:
Many motorists chuckle smugly after giving their cars a little extra gas to leave a Toyota Prius or some other eco-friendly automobile in the dust. But Toyota and its Earth-loving ilk may yet have the last laugh as they cultivate encouraging new advances in ultracapacitor technology that promise to one day put hybrids in the driver's seat.
The greatest victory so far for the cars, fueled by a combo of electricity and gas, came just weeks ago when an ultracapacitor-equipped Toyota Supra HV-R coupe became the first hybrid to win the 24-hour endurance car race held at Japan's Tokachi International Speedway. The hybrid Supra finished 616 laps of the 5.1-kilometer (roughly threemile) course—19 more laps than the second-place nonhybrid Nissan Fairlady Z. "The Toyota that won was able to deliver energy more quickly, accelerate faster, and use braking generation more efficiently," says Kevin Mak, an analyst with research and consulting firm Strategy Analytics and author of a recent study that explores the potential for ultracapacitors to complement and possibly even replace batteries in hybrid vehicles. "The days of the large hybrid vehicle battery pack may be numbered," he adds.
The reason, he says: capacitor technology that stores energy in the electric field between a pair of closely spaced conductors. An ultracapacitor, also called a supercapacitor, is an electrochemical capacitor with a higher energy density than normal capacitors, which potentially makes them a better fit for hybrid vehicles.
Ultracapacitors store electricity by physically separating positive and negative charges. Batteries store energy using toxic chemicals and their effectiveness fades over time. In addition, recycling the heavy metals in batteries is a difficult task. Capacitors, on the other hand, are constructed of much smaller fine carbon nanotubes, Mak says.
A major advantage of ultracapacitors is their ability to efficiently capture electricity from regenerative braking systems and provide that electricity to power a car's acceleration. Ultracapacitors not only charge more quickly than batteries, they also release energy more quickly, Mak says.
A drawback to their use is the technology's inability to store as much energy as a battery. But the Tokachi race proved that ultracapacitors could be more widely used in conjunction with smaller batteries to power hybrid cars. "Without the need for chemicals, capacitors can be lighter, thereby enabling the hybrid car maker to improve fuel economy further and reduce costs," Mak says. "The low weight would then make hybrid power trains more readily available to compact car segments as [has been] seen on Honda and Mazda concept cars since 1997."
Most car companies, however, are more interested in advances in lithium ion batteries than in ultracapacitor evolution. Earlier this month General Motors Corp. signed an agreement with A123Systems to develop its nanophosphate lithium ion battery technology for automobiles. A123Systems' batteries today are used primarily in cordless power tools. Hybrids such as the Toyota Prius and Ford Escape use nickel-metal hydride batteries that are larger than lithium ion systems, the latter of which can pack more electric power into a smaller space. The first A123 car batteries are expected to be ready for GM to test by October, and the company plans to have its next generation of electrically powered vehicles on the market by the end of 2010.
Capacitors haven't been competitive with batteries in the past, because they have not offered a higher energy density, says Olgierd Palusinski, a University of Arizona professor of electrical and computer engineering. Palusinski argues that energy density is an even better measure than storage capacity of how effective a power source can be. "You could have a very high storage of charge but at a very low voltage," he notes.
Researchers at the University of Arizona—including Palusinski—have been developing a new capacitor technology designed to give hybrid cars the best of both worlds: the ability to rapidly convert mechanical energy into electricity and store that energy as well as to quickly charge and discharge energy to help cars accelerate or brake.
This new device is called a Digitized Energy Storage Device (DESD), which has a capacitance-to-volume ratio that is more than 10,000 times larger than a conventional parallel-plate capacitor of the same size. The researchers make DESD capacitors by using porous membranes as template platforms. The membranes have a pore diameter ranging from 15 nanometers to one micron and a hole density of 10 million to 100 trillion pores per square centimeter (0.16 square inch). DESDs will be able to provide 130 joules per gram (0.35 ounce), Palusinski says, adding that a chemical battery provides about 100 joules per gram. Lithium ion batteries, however, can provide as much as 600 joules per gram.
Palusinski envisions a day when DESDs will replace batteries in automobiles, although currently no carmakers are working with the technology he and his colleagues developed. It's more likely that near- term deployments of DESD technology would be used to power something much less demanding, such as sensors used to detect motion for alarms and lighting systems.
Despite Toyota's success with ultracapacitors, most automakers in recent years have been focused on new developments in the lighter, more stable lithium ion batteries, says Brett Smith, an alternative-fuel analyst at the Center for Automotive Research in Ann Arbor, Mich.
"Moving from the type of lithium battery used in laptops to a nanophosphate lithium ion battery may have been the invention or the paradigm shift that the industry was requiring," Smith says. "Now the challenge is can they get the cost down." That's the pivotal question that is likely to ultimately determine the fate of ultracapacitors used in hybrid cars.


text: Artist: Snoop Dogg f/ No Limit Album: No Limit Top Dogg Song: Ghetto Symphony Typed by: OHHLA Webmaster DJ Flash [Snoop Dogg] Yo nephew, give me some of that No Limit shit Yeah.. We got my nigga Fiend in the house C-Murder in this motherfucker Mystikal all up in this bitch Goldie Loc, hm-hmm My nephew Silkk the Shocker Oh yeah, we got somethin for the ladies too Mia X, run this bitch [Mia X] Lyrical arsonist, lady alligator Down South, hustler, former weight smuggler I'm Mother, of the Tank, gave birth to an army Guerilla millionaires, so don't even ask, if you wanna get to clappin, soldier action specialty of style We made the whole world respect the underground while some of y'all niggaz talk shit and get mad Cause we did it with a foot up your ass, and it's still there I cares not about your click or the block I'm still that same bitch to run up in your spot and knock you off Broad, with the cause (yeah) bitch on a mission Keep them niggaz by they nuts while you hoes be dick kissin Missin the game, damn bitch it's written in plain ebonics So shake that come-up off you brain and do the knowledge Mia X, kickin off the ghetto symphony Next soldier up, tell em who the FUCK you be [Fiend] WHUT? It's Fiend y'all Put me in the ring with real MC's, and watch em run for cover and hidin in trees, to escape the mic that I breathe on Bleed on, exceed on! Weak rappers with titles after twelve Hit a bell that's what I'll feed on! Microphone Don, walkin flesh, talkin bomb Bringin harm, to the calm, and, them be alarmed It's the African, oh, you wanna battle again? I'll turn, you and your mans, to my yesterday plans Oh damn, totin two pistols like Yosemite Sam Old man be grand, loud as the Southern band Pickups and caravans, the soldier, that could, that can I would be the man, but God beat me to them plans [Snoop Dogg] Next up, on the M-I-C C-Murder, get busy for the symphony [C-Murder] I be's that nigga on the tank, always trippin never slippin Have you reminiscin and missin, that fool in your picture Call me Bossalinie BITCH without the Mo's at shows And FUCK dose who oppose (why?) we runnin them hoes three-hundred and sixty-five motherfuckin days a year I have your fool staggerin just like a bottle of beer You niggaz runnin from the cops, well I ain't runnin no mo' I flip the bird when I swerve, man, FUCK them hoes I'm crazy my nagga, but uh, I thought y'all knew that, shit Oh you ain't see the news? Shit I'm the nigga with the TRU tat Ask my nigga Keno, shit, I just don't give a fuck And if you run up wrong, I'ma fuck you up, you bitch you [Snoop Dogg] Next up, on the M-I-C Silkk the Shocker get busy on the symphony [Silkk the Shocker] Now would I COME THIS FAR FUCKER? If I didn't sound like a hit Y'all didn't know what the fuck y'all thinkin bout You sound like a bitch (beotch!) Shit it sound like a wish, you know when you got a motherfuckin hit, bitch?? When it sound like this! Or you fake niggaz get enough heart, and try to bust a rhyme at this click Fuck around and miss, then fuck around and get found in a ditch Gotta labels give me dough, when they find I can, gross this much Freestyle shit, you can tell em I ain't, wrote this stuff Silkk the Shocker, KLC perv and mash like, Snoop and Dre nigga Y'all can relate to ??? ??? get a contract like, MJ nigga It ain't where you from; it's where the -- FUCK YOU AT N-O-L-I-M-I-T, Top Dogg, and I'm FUCKIN with that [Snoop Dogg] Next up, on the M-I-C Mystikal get busy on the symphony [Mystikal] WHOO SHIT MOTHERFUCKER GOD DAMN!! I keep it HYYYYYYPE, BITCH I'M THE MAN! When the FUCK you ever heard somebody say that they don't say my song or that I don't roll on every fuckin verse I'm RAPPIN ON (That nigga Mystikal tighter than a muh'fucker) HAHHHHH? I came up off of _Peter Piper_ bells and the LL's _Bad_ ??Nee?? nigga to be pissed off with me cause their old lady they call me their baby MC's pilin up and crowdin up, but I'm their FAVORITE The type to fly buyin a Z-28 IROC And chop you in your motherfuckin face (HIII-YAH) Your album ain't tite, WHAT IN THE FUCK IS YOU PUSHIN? You played out just like old woman pussy [Snoop Dogg] Next up, on the M-I-C Goldie Loc, get busy on the symphony [Goldie Loc] Now watch me put these haters to the test, accumulatin with my stress Fold em fuck em fifty, get the shit up off my chest Releasin anger, all natural gangsta energy Goldie Loc the name, Dogg House game Motherfuckers better start backin up (whattup whattup) We in the Tank punk busters, motherfuckers don't wanna see us loc'd up Little Goldie Loc, Goldie Locks the same thang Smashin for the hood, cause I wanted to gangbang [Snoop Dogg] Last up, I believe that's me Snoop Dogg, light up the mic for the symphony This jam is dedicated to all non-optimistics That thought I wasn't comin, out with some exquisite, rhymes But that's OK, cause now I'm back To kill all the rumors, and straighten the facts Like umm, doin bad, gettin ganked for my bank Now you all on my dick when you see I'm TRU Tank Dogg You say, "Mmmm mmm mmm! Ain't that somethin Dogg I bought yo' album, my nigga, that shit is bumpin I apologize, I'm sorry for the drama Can I get your autograph for my baby momma?" Shit I'm settin it off, lettin it off, bustin Hustlin, rushin, dustin motherfuckers Droppin the heat, lock up the street, we 'posed to I put this pistol in your mouth, now what you gon' do? Top of the line, first class I pop a cap in yo' ass, then pop some more in the glass Too legit to quit, I'm spittin gangsta shit Man fuck all that yappin, we bout that gun clappin No Limit, yeah, that's what's happenin Fuck all that yappin, we bout that gun clappin Yeah In the real world, talk is cheap Actions speak louder than words No Limit Records, here to protect and serve


text:
OCEAN CITY – While the Worcester County Liquor Control Board still hangs in the balance, county officials this week traveled to Annapolis this week to discuss the future of the beleaguered agency.
Two weeks ago, the Worcester County Commissioners heard a proposal from the recently formed Worcester Free Market Alliance to alter or amend the LCB including a possible $2,000 opt out fee allowing liquor license holders to purchase spirits from private sector wholesalers. The LCB, through its attorney, essentially told the commissioners through a letter to the elected officials, an approval of the opt out proposal would cripple the wholesale side of the agency's operation and ultimately lead to the demise of that division.
The commissioners, at least publicly, withheld any formal opinion on the proposal, buying more time to explore the options on the table. The ball is essentially in the commissioners' court, although any substantive changes to the quasi-state agency would require legislation approved by the General Assembly. To that end, the commissioners, along with County Administrator Gerald Mason, traveled to Annapolis this week to meet with Senator James Mathias and Delegates Norm Conway and Mike McDermott. While the crux of the conversation is not entirely known and the commissioners have not shown their cards, Mathias said the meeting was productive.
"I was very pleased with the meeting," he said. "I feel good moving forward, although this is still very much a work in progress. It was a very full discussion, but the Fair Alliance was not there, nor was the LCB."
Throughout the summer, the LCB came under increased scrutiny, including an extensive audit by the state Comptroller's Office, into alleged trade violations. When those allegations were confirmed at the completion of the state audit last fall, the LCB all but admitted the violations and agreed to pay a $16,000 fine to avoid further proceedings.
From the beginning, Mathias said he would sponsor legislation to disband, or amend the operations of the LCB.
"This is a matter of significant gravity," he said. "We're talking about jobs, lines of credit, assets. I'm a man of my word and if there is a desire for this legislation, I stand ready to move forward in that direction. I've made an effort to stay out of the emotional fray and it's important to remember I am not an advocate for the Alliance, nor am I an advocate for the LCB or the commissioners."