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In Part 2, we'll continue our study of the science and literature of Harry Potter and the Methods of Rationality. We'll work on improving our own abilities as rationalists, and exploring the ideas behind humanism as well. We will move a little more quickly through the chapters than we did in part 1, as the science isn't quite as dense, so be prepared to read more each week.
Because the science isn't as dense, the storyline gets richer, and departs more from the original books. We will spend less time doing direct comparisons to the original text, though topics will crop up from time to time, and more time focused on how these characters grow, what puzzles they are presented with, and where it all might be leading. Also, we'll start seeing some comparisons to other works as well.
Major themes in this section include geek references, friendship and trust, definitions of evil and morality, beliefs about death, and "the game."
We will complete "books" 2 and 3 of HPMOR, or Chapters 23-64 of the entire book.
As before, science is more than a set of facts. We will work to expand our scientific thinking.
Total class time is 15 sessions. Please note, class will not meet on April 22nd.
All times are U.S. East Coast.
Students will have access to class recordings the day after each class.
Chapters are indicated first by individual book chapter number, then by complete text chapter number.
Day 1 – Purposeful Complexity
Introduction to main themes of the course, Punnet Squares and heritability, DNA, natural selection vs intelligent engineering, chromosonal crossover, belief in belief, evolutionary origins of human intelligence, The Tragedy of Light, the relationship between rationality and science, chimpanzee politics, Norman Maier and problems vs solutions, Robyn Dawes and hard problems, brainstorming, Harry testing his hypotheses, and why is that third chapter written in that order anyway?
Book 2, chapters 2 (23), 3 (24), and 4 (25)
Day 2 – Dissociative Talent
Physics of heat transfer, the power of prophecy, diversification, Douglas Adams on impossible and improbable, the concept of noticing confusion, The Massacre of Albania in the 15th Century, Roger Bacon, understanding others/empathy, the puzzle of what the Weasley twins did, levels of deception
Book 2, chapters 5 (26) and 6 (27)
Day 3 – Logically Impossible
Reverse engineering, nanotechnology, carbon nanotubes (buckytubes), geosynchronous orbit, covalent bonds, societal expectations at different ages, quantum mechanics and timeless physics, parietal cortex, veil of Maya, seven point alchemal diagram, conspiracy theories and Lee Harvey Oswald, in-depth character contrasts
Book 2, chapters 7 (28) and 8 (29)
Day 4 – The Enemy's Gate is Sideways
So many geek references that it gets listed here as a topic, Robbers Cave experiment, analysis of the leaders' speeches, analysis of the leaders themselves, using experimentation to prepare for battle, role of women, role of confusion in rationalism, knowing your audience
Book 2, chapters 9 (30), 10 (31), and 11 (32)
Day 5 – Learning Far too Fast
Again with the geek references, Procopius and chariot racing, Everto and conservation of mass, Franz Ferdinand and WWI, Prisoner's Dilemma, morality and governments, Newcomb's Problem, recursion, autoimmune disorders/clever viruses/the battle, understanding that point system, speech analysis and politics, fasces and fascists, Rise and Fall of the Third Reich, democracy and elections,
Book 2, chapters 12 (33), 13 (34) and 14 (35)
Day 6 – Toys? I Love Toys!
International Index Funds/Berkshire Hathaway, code switching, Humean Projectivism, Harry's thinking on death, parent/child relationships and messages, catching up on anything we've fallen behind on at this point.
Book 2, chapters 15 (36) and 16 (37) – end of book 2.
Day 7 – The Puzzle that Makes the Scientist
The Quibbler, Lucius and the Game, evidence to discriminate between possibilities, benefits of note-taking, censorship vs. common sense, definitions of evil, analysis of Voldemort as cunning, the concept of pretending to be wise as pattern completion, inductive proofs, cognitive dissonance, moral development, logical tautologies, death: Harry, Dumbledore, theories in other cultures, near death experiences, brain damage and faith
Book 3: chapters 1 (38), 2 (39) and 3 (40)
Day 8 – Look Toward the Painful Thought
Frontal lobe of the brain, "tiny rump part" of the brain, peregrine falcons, Drago and Hermione, Harry and the dementors, uncontrolled fusion reactors, continuing the conversation about Harry and death
Book 3, chapters 4 (41), 5 (42), 6 (43), 7 (44), and 8 (45)
Day 9 –Too Weird for any Normal Plots Confirmation bias – again!, layers of the earth and how we know, Mariana Trench, interpretations of prophecy, angle of incidence/reflection, blue krait, Stalin's Russia and views on the West, the "I have a dream" speech and white supremacy parallels, language and sentience, analyzing Draco's story
Book 3, chapters 9 (46), 10 (47)
Day 10 – I Told You to be Nicer!
Parrot protolanguage – Irene Pepperburg, evolution of language in humans, exponential progressions, scope insensitivity, estimating total blades of grass in the world, defending one's self vs. being above social conventions, the power other's perceptions of us have over us, plausible deniability, justification of actions (again), secure passwords, wiping out smallpox
Book 3, chapters 11 (48), 12 (49), 13 (50), and 14 (51)
Day 11 – Precious and Irreplaceable
The Stanford Prison Experiment, geography and Azkaban, memories changing in retrospect, magic resonating, morality and the Azkaban guards, Harry's way of overcoming cognitive bias, practicing examining and changing our own thinking
Book 3, chapters 15 (52), 16 (53), 17 (54), and 18 (55)
Day 12 – Ways to Hide from Death
Cooling and reviving people, constrained cognition and our own thinking, risk and mathematics, rocket science, Aristotelian vs Newtonian physics, speed and acceleration analysis, terminal velocity, problem solving
Book 3, chapters 19 (56), 20 (57), 21 (58), and 22 (59)
Day 13 – Sensibilities Less Offended by the Dark Lord
Theories on criminal justice, Quirrell's politics (again), the paradox in this part, Harry's questions, Newton's third law, cryptography, what is a "muggle artifact"?, Dumbledore's methods, Harry and Quirrell's similarities and differences, being unlike children your own age, war/dementors/our own weapons
Book 3, chapters 23 (60), 24 (61), and 25 (62)
Day 14 – 3 out of 40 Subjects
The sun's life expectancy, following all the reasoning here using Bayesian logic, fractal structures, scarcity effects, proton decay, sunk costs vs. moral actions, cost benefit calculation, Milgram revisited and evolutionary psychology, being the 3 out of 40, the person you truly are
Book 3, chapter 26 (63)
Day 15 – Understand
Sharing our assignment work, practicing our rationality, and catching up on anything still needed.
1: This is a group assignment – work to create an encyclopedia of geek references in HPMOR. Contribute the ones you know, look things up to help if you suspect something.
2: Create your own battle, using a scientific/neuroscience/social science topic as a plot device. (Write, or outline, or whatever works for you).
3: Cognitive Bias assignment (to be explained later)
4: Criminal Justice assignment (to be explained later)
Mathematics courses often teach students how to solve problems, use algorithms, and number crunch. Mathematical proofs are often taught in Geometry, with a focus on form and exact detail over the elegance and excitement of deep understanding.
Our Special Topics and Mathematical Explorations courses teach students how to pose problems, develop algorithms, explore ideas, prove (both formally and informally) their methods and ideas work, and propose next steps. Students can use the skills learned in these classes to stretch their regular math curriculum, challenge their assumptions about mathematics, and truly think like a mathematician.
This course explores ideas in geometry, where they come from, how to come up with your own, how to apply them in interesting situations, and how to pose problems and think deeper. It is not based on your typical high school geometry course – the concepts we play with are usually taught prior to high school geometry, or are not part of the standard curriculum at all. The course is not intended to replace a typical curriculum, but rather to deepen and extend, to introduce new ideas, and to foster mathematical thinking.
We'll look at the reasons behind the formulas and relationships you may already know, and largely derive them ourselves. We'll think about shapes and figures deeply, considering how one would have to approach unknown shapes to determine their formulas, working on developing a spatial awareness and geometric reasoning rather than knowing and applying formulas. We will then explore making changes to the shapes (in two or three dimensions) and how we can change the formulas to deal with our new figures. We will design nets for the 3-dimensional figures, both to help improve our spatial awareness and to help us figure out the surface area. We'll stretch everything as we go into non-euclidean spaces as well.
Students will do best in this class if they have done basic geometry formulas in the past – area, perimeter, surface area, and volume of the basic shapes. Variables will be used in this class, but not beyond the pre-Algebra level except for extra extensions and challenge work.
Syllabus is subject to change based on student interests and abilities.
One should not look at the syllabus and expect it to be too easy if you've encountered these topics before. The approach and the depth of the problem solving will engage even experienced geometer.
Prerequisites: None
All times are in Pacific Time. There will be one break week.
SYLLABUS: subject to change based on student interests and abilities
Week 1: Introduction – Euclidean and non-Euclidean geometry, the concepts of plane and space, what we'll be doing, concept of axoims, postulates, etc. Is geometry an invention or a discovery?
Week 2: Area and perimeter formulas: deriving the why behind the formulas we have, do those still work in non-euclidean geometries, problem solving with our formulas/understanding.
Week 3: Triangle Inequality Theorem – deriving it, using it, applying it to polygons with more sides, considering if it works in non-Euclidean geometries.
Week 4: Pythagorean Theorem Proofs and problem solving – deriving it, exploring interesting ways of proving it, using it to help us approach the formulas we already know differently.
Week 5: Exploring shapes without simple formulas, including irregular shapes – pose problems about these.
Week 6: Similarity and congruence, and using it to solve problems, pose problems
Week 7: Angles, transversals, deep and extended problem posing and solving, non-Euclidean ideas
Week 8: Exploration of nets: Finding nets in pentominoes, drawing nets of rectangular prisms in many different ways.
Week 9 Prisms – right and oblique – nets, surface area, volume – how do we change a solid and how does that impact the formulas we know? Extended problem solving.
Week 10: Pyramids – right and oblique, deriving the formula for volume, pyramidal frustums. Introduction to using limits.
Week 11: Cylinders, cones, and spheres – deriving formulas for surface area and volume, exploration of nets. Conic frustums, spheric sections. Further use of limits.
Week 12: Platonic and Archimedean solids. Naming conventions, surface area and volume concepts.
Week 13: Surface area and volumes of unusual shapes
Week 14: Further explorations – extended problem solving, other ideas that have arisen during class
Week 15: Sharing of projects and wrap-up.
Kazimierz Dabrowski, a Polish psychiatrist, developed a theory that explains why you can't hold still, why things that are unfair bother you more than anybody else, why it seems to you that everybody else seems to have shallow emotions and reactions, and why your mere existence (or the world's) is enough to make you depressed! Curious? Come learn about Overexcitibilities, Dynamisms, and how disintegration can be positive!
What do you mean by those numbers? Do they say what you're trying to tell me they say? Are you hiding something? Where did they come from anyway?
In a world filled with data, one of the most important skills we can develop is thinking critically about that data - finding the inherent bias in all data. We are going to interrogate data!
We will look at many example of data in all it stages, mostly real, some crafted to demonstrate the issues that can arise. We will read How to Lie with Statistics by Darrell Huff (available free online). Students will try their hands at the art of data manipulation. Students are not expected to have prior knowledge of statistics – content required to understand manipulation will be taught alongside the actual manipulation, however, the focus of the course is on the bias and manipulation over the content itself, so students who come with no statistics background may find they need to work more outside of class on the material. Students will learn how to collect, analyze, represent, and interpret data, but the focus is on how bias is introduced when we do this, and how to ask questions of data to try to determine what the truth really is. This class will be heavy in discussion, with accommodations made for students who prefer to take more time to think before responding.
Week 1: Introduction to statistics, pre-assessment, discussion of "What is fair?"
Week 2: Questionnaires, leading questions, question order, background information
Week 3: Sampling methods, why sampling is important, when sampling goes wrong
Week 4: Science and data gathering – the importance of the control, changing a single variable, basic experimental design
Week 5: The concept of "average" – mean median, mode, when to use each, when to be sure which one you're hearing
Week 6: Data analysis beyond the average – other methods of crunching the numbers, what they mean, and what they don't. Margin of error.
Week 7: Graphs week 1 – ways to display those numbers that trick the eyes!
Week 8: Graphs week 2 – more ways to make those numbers look all out of whack!
Week 9 The semi-attached figure – getting people to think what you want by showing them something else.
Week 10: Post hoc ergo propter hoc – correlation vs. causation
Week 11: Logical fallacies continued – a look at other logical fallacies and how they can impact thinking about data and statistics.
Week 12: Statisculation – a review of some of the other nasty things people can do, sometimes without even realizing it!
Week 13: Summary of talking back to a statistic, development of steps to ensure you have examined a statistic well. A chance to really tackle some good examples!
Week 14: A week built in to go off on tangents that arise, make-up anything we fall behind on, or explore something the students wish to explore.
Week 15: Wrap up discussion, sharing of projects.
Course Description
Hey! I'm supposed to be getting $10/hour! How come my check is for $287.46? You need HOW MUCH?!? to retire? Can I really save a million dollars?!? I found a great apartment and awesome roommates! Can I afford it? What should I know about my roommates? They seem nice and that's enough, right? Taxes? Everyone is talking about what they are doing with their refund, how do I get mine? What do you mean my account is overdrawn? I still have checks!
These topics and many more will be covered as we touch on all the ways money affects the lives of responsible (and irresponsible) adults. We will talk about earning, saving, spending and investing $$$$. Budgets, borrowing, credit reports, taxes, retirement accounts, charitable giving, etc. Job applications to rental agreements we'll talk about the $$. We'll work with real world numbers for several different life stages and economic classes. All ages welcome, adults too! Please sign up for a class with your age range as I do have a somewhat different focus with students 14 and younger than with those closer to financial independence.
Recommended Age Range:
Session 1: Introduction and overview
Session 2: Income – Career choices and finding work
Session 3: Budgeting – What can I afford? Housing, transportation, food
Session 4: Budgeting – What can I afford? Taxes and Savings
Session 5: Banking and Investing – What sort of accounts do I need?
Session 6: Borrowing – 'good debt' vs. 'bad debt'
Session 7: Saving and investing for short and long term goals
Session 8: Investing – stocks, bonds, real estate
Session 9: Taxes – new law, same basic system
Session 10: Other "adulting" – registering to vote, registering a car, getting birth certificates and official identification, obtaining property information.
Session 11: Credit and credit scoring – qualifying for a mortgage or car loan; renting an apartment – roommates as financial partners.Session 12: Q&A for budget project; using online resources to estimate for your budget.
Session 13: Insurance: car insurance, rental and homeowner's insurance, health insurance, and life insurance.
Session 14: YOUR topic – what do you want to learn more about? Tell me and we'll dive in more depth from the topics above or into your special interest topic.
Session 15: Presentation of individual budgets and plans.
Welcome to Fantasy. This genre of literature tries to explore what the world would be like if there were magic in the world, in one form or another. Whether that comes from powers that an individual (magicians, witches, sorcerers, etc.) has; the presence of divergent beings (elves, gnomes, changelings, etc.), strange animals (unicorns, gryphons, rocs, etc.), or some other elements, it is the essence of magic that ties them together, usually. Exploring this field -- which may take the form of novels, short stories, essays, movies, TV shows, games, or websites – carries the reader/participant into impossible worlds, often filled with wonders that stretch the imagination.
Over the course of the term, we will discuss a broad variety of types of fantasy, while reading (hearing), watching, and looking at examples (good and bad) that illustrate those types. With one exception, all materials will be available on line at no cost for people within the United States. I expect that I can make them available for others if they should not be accessible from other countries.
We will have a few exercises along the way. Any writing or presentations you do will receive feedback. If you are willing, I would like to share it with the class.
Regardless, the number one goal is to have fun!
Week 1: Introduction; Discussion of Syllabus; Sub-genres
Week 2: Just Add Dragons – Alternate Histories born of fantasy; Exercise One: Explaining Technology
Week 3: The Major Races of Fantasy
Week 4: Mixing Animals and Humans
Week 5: Medieval Europe as a Basis for Fantasy; Exercise Two: The Project
Week 6: Fairy Tales and Mythology
Week 7: Religion as a Basis for Fantasy
Week 8: Magic the Destroyer; Magic the Creator
Week 9: What's Your Fantasy doing on My Alien World?
Week 10: The Rise of Romance
Week 11: Urban Fantasy
Week 12: The Hero's Journey, Lord of the Rings, and How They Changed the Field
Week 13: Harry Potter and How He Changed the Field
Week 14: "Where Do We Go From Here?"
Week 15: Presentations; Summation
What if you could create a world like Pokemon or Neko Atsume? What if you lived in a place and you were in charge of finding animals for the zoo? What would you do if you had the ability to change the colors of a zebra's stripes?
The Character Creation Lab is all about your love of animals, real or fictional. We'll spend the term talking about the world these animals of yours inhabit (created by you) and you'll give them a place to bring to life. Whether you're all about leveling up and battling, showing off animals of a different color of wearing clothes, or if you're just fascinated by the animals of the world- this class is for you.
Class 1: Introductions, A Short Brief on Archetypes, Visual vs. Written Characters
Class 2: Animals Here on Earth and Why They Matter To You
Class 3: Setting the Scene- Collection, Battling, Fashion, or Friendship
Class 4: Growth and Evolution (and not just your character!)
Class 5: Are Robots and Cyborgs Pets? Are They Important to Your World?
Class 6: Character Archetype 1- Control. Case Study: Mewtwo
Class 7: Character Archetype 2- Belonging. Case Study: Penguins
Class 8: Character Archetype 3- Risk. Case Study: Dragons
Class 9: Character Archetype 4- Independence. Case Study: Digimon Class
Class 10: How Do You Care For Your Animals? (Coins, Crests, Hearts, ?) Class
Class 11: Quick Character Creation Prompts Class
Class 12: Presentation of Your Creations- Visual and Written (Part 1) Class
Class 13: Presentations Part 2 and the Research Process Class
Class 14: Questions From The Audience Class
Class 15: World Building, Science, and Pokemon (for instance) Class
Class 16: Updated Presentations and Changes based on feedback
Do you love Escape Rooms? Do you wish you were at MIT each January to join the MIT Mystery Hunt? (http://www.mit.edu/~puzzle/) Do you love to share your intense interests with others and are intrigued by the idea of crafting a puzzle from your passion? This is the space we get to do all of that – puzzling, creating, and tying together all our passions into one incredible GHF Puzzle Hunt!
Puzzle Hunts are made from a set of puzzles that give an answer upon being completed – usually a word or phrase. Those answers work together in a meta-puzzle that gives a single final answer. (Or, in more complex hunts, the meta puzzles work together towards a meta-meta puzzle. Or… yes, it can get complex!)
By the end of the course, students will have collaborated in making and playtesting our own Puzzle Hunt using techniques for puzzle creation that we will play without throughout the course. We will also be solving a mini-puzzle hunt and exploring puzzles from the MIT Mystery Hunt – likely from both this year (theme dependent) and previous years.
Syllabus is subject to change based on progress through puzzle creation and Puzzle Hunt progress. Students are highly encouraged to explore puzzle hunts and propose changes to our syllabus based on kinds of puzzles they want to explore more deeply.
Every day will include some collaborative puzzling and puzzle creation. Homework assignments will be entirely doing and crafting puzzles, and will be important for making the class work. Expect at least an hour of puzzling a week outside of class. Students will be able to stretch that to many more if they so choose.
For more information and example of Puzzle Hunts, look at:
http://www.mit.edu/~puzzle/ - If you look in the archives, the 2006 MysteryHunt was my introduction to Puzzle Hunts and I still think it was a good hunt! Last year's Hunt, based on the movie Inside Out, also shares the kick-off video and has a lot of great puzzles as well.
http://pandamagazine.com/ - there's a sampler puzzle at the bottom that you can work on (as a family, if you like!) to give you a sense of how to do a puzzle hunt. This is what we'll be shooting for. We'll be completing an issue of this magazine together as well.
Day 1: Course introduction. Discussion and sharing of favorite puzzles. Discussion of issues in crafting puzzles and approaches that help. Sharing of passions, brainstorming ways to make them into puzzles.
Day 2: In-depth look at puzzle hunts and beginning to work on one. Clue extraction – crafting a simple puzzle with an extractable clue. The importance of flavor text.
Day 3: Introduction to cryptic clues – looking at several different puzzles that use cryptic clues. Crafting a cryptic clue-based puzzle.
Day 4: The role of cultural references in puzzling, and identification of references students may wish to include.
Day 5: Metapuzzles – how they work, beginning to lay out possibilities for our own metapuzzle.
Day 6: Focused time for working our way through a puzzle hunt. Gathering of ideas for our own hunt.
Day 7: Word puzzles. Use of language or story to create puzzles, making simple word puzzles, such as word searches, more complex.
Day 8: Visual puzzles. The use of images and even video in puzzle crafting.
Day 9: Creating puzzles based on games (video or board).
Day 10: Logic puzzles – using or creating your own logic puzzle for a puzzle hunt.
Day 11: Puzzlecrafting: Planning out the puzzles that will work together in our Puzzle Hunt.
Day 12: Puzzlecrafting part 2: The importance of playtesting. Checking in on progress, extra puzzle time.
Day 13: Exploring additional puzzles based on student requests and needs.
Day 14: Final coordination of our own puzzle hunt and the one we're solving together.
Day 15: Presentation of Puzzle hunt – inviting others to come puzzle with us!
All times are in Pacific Time. There will be a one week break.
Week 1: What Matters and Why?
Weeks 2-3: Poetry
Week 4: Poetry Writing
Weeks 5-8: Essays
Week 9: Essay and Memoir Writing
Weeks 10-11: Fiction
Week 12: Short Stories
Week 13: Fiction Writing
Week 14: Voices of Today's Youth and Finding Your Voice
Week 15: Work on "Voices of Today," Anthology
Assignments, required materials, and other relevant information
Teacher will supply the poetry, essays, short stories, and novel excerpts to students to read in class.
There will be three writing assignments: poetry, essay/memoir, and fiction if students need to be finishing the work that they began in class.
Created for students who have completed Introduction to Chemistry, and open to students who understand the basics of the periodic table, atomic and molecular structure, as well as bonding and polarity. Together we will learn to interpret chemical equations. We will engage in tests as we explore what it means for chemical bonds to break, atoms to rearrange, and for molecules to form. I will provide readings as an introduction to the concept that will be covered in class. We will perform in class tests or experiments using harmless household chemicals, with an optional writing portion for each experiment. Most of our source material is provided by the American Chemical Society middle school curriculum.
Prerequisites: Introduction to Chemistry or equivalent
Week 1: A Deeper Look at the Periodic Table of Elements
Week 2: Molecular & Formula Weights
Week 3: What is a Chemical Reaction?
Week 4: Chemical Nomenclature
Week 5: Forming a Precipitate
Week 6: Balancing Chemical Equations
Week 7: Temperature & Rate of a Chemical Reaction
Week 8: Mole Concept
Week 9: A Catalyst & The Rate of a Reaction
Week 10: Using Chemical Change to Identify an Unknown (part one)
Week 11: Using Chemical Change to Identify an Unknown (part two)
Week 12: Energy Changes in Chemical Reactions
Week 13: Ph & Color Change
Week 14: Neutralizing Acids & Bases
Week 15: Carbon Dioxide Can Make a Solution Acidic
Week 16: Review Games
Course Description:
If you want to know more about a topic, what do you do? Research!
Research is a systematic way of collecting data, organizing it into meaningful groupings, analyzing it in a consistent manner, and reporting it honestly to others. We need to do this so others take what we say seriously, and so we can trust that others who research are being straightforward about what they are reporting.
In this class, we will discuss what it means to do research, how we should do research so we can be ethical and honest, and practice reporting on our findings so that we give credit to sources and share what we know in ways that others can understand and use effectively for future research.
Recommended Age Range:
Week 1: Introduction – What is "research"? Why is research important? What is a "research question"?
Week 2: Types of Research – What are different ways that we answer research questions? What is the difference between qualitative and quantitative research? What are some research methods that can be used, and when is each method useful?
Week 3: Sources – How do you find good sources for research? How do you identify inappropriate sources?
Week 4: Bias – What is "bias"? Why is it bad for research? Is it always bias if you have a preference or argue for something?
Week 5: Credit – How can you give credit to a source that helped you with your research? Why do we give credit? What is a citation style?
Week 6: Qualitative Research - What is qualitative research? What kinds of questions can it answer? How do we do qualitative research?
Week 7: BREAK (Homework: Ethnographic observation)
Week 8: Quantitative Research - What is quantitative research? What kinds of questions can it answer? How do we do quantitative research?
Week 9: Designing a Research Project - What are the parts of a research project? How do you write a proposal, and why do you want to do so? 4
Week 10: Good Practices for Research - Human subjects research, data management
Week 11: How to Avoid Bad Research - Research misconduct, plagiarism, consequences
Week 12: How to Share Your Research - How do you explain your research to others? Does audience matter?
Week 13: Final Project Start: What is your research question? What will your method be?
Week 14: Project Proposal: Present your research project proposal and receive feedback.
Week 15: Research Update: What are you doing in your project? Have you encountered any challenges?
Week 16: Final Project: Student presentations
You find yourself at a portal. You walk through it, and once through, you find yourself on a path. You choose to follow that path, and along the way you meet companions, face obstacles, and confront villains. Will you make it to the final destination?
In this course, you will take a Sketchbook Adventure, one you draw for yourself. You will draw the door you walk through, your path, the setting, your mode of transportation, characters you meet along the way, and your final destination. As you do so, you will learn a variety of art principles such as color theory, one-point perspective, shading and highlighting, and more. You will also participate in a rich, encouraging community of learners.
Are you ready to roll? Draw? Paint? If so, let's go!
Prerequisites: None, supplies*
SYLLABUS: is subject to change based on student interests and abilities
Weeks 1-2: Portal. During these first two classes, you will meet your classmates, learn about what the class entails, and begin your adventure by drawing the doorway through which you will enter the magical land through which you'll journey this semester. What kind of door will you walk through? Draw it with effective shading.
Weeks 3-4: Path. Dorothy had her yellow brick road. You might have a dirt trail, a busy highway, or a river to travel down. What do you see along the way? What's in the distance? Flora? Water? Landmarks? It's up to you! Express it in one-point perspective.
Weeks 5-6: Transportation. How do you get to where you're going? A wagon? A hot air balloon? A llama? In this session, you will experiment with drawing methods of transportation.
Weeks 7-8: Characters you meet along the way. In these classes, you will draw companions who will go along with you on the journey, secondary characters who pop up unexpectedly, and villains who challenge you. These characters may be human, animal, or imaginary, and you will explore how to render them.
Week 9-10: Surprises. What unexpected things appear on your path? A flood? A rock slide? An unexpected character? Play with putting an unexpected item or person in your artwork.
Week 11-12: Refreshment. The journey has been long, and you're getting thirsty. Create a resting space. Add water. Learn techniques for rendering water.
Week 13-14: Destination. You've arrived! Create a landscape in an intentional color scheme that expresses your reaching your final spot.
Week 15: Online Art Show. Share your artwork with your family and friends!
How is science done? We will discuss how science is done in standard practice and why it is that way.
Who is science? Who does science? Who can be a scientist? Are there ways that science excludes some people? What does this mean for the quality of science that is done?
When is science? We will also discuss how scientific practices came to be and what science means to society.
Suggested age range:
Week 1: Introduction - What is science? How does science affect us? What do scientists do?
Week 2: Defining Science - science vs technology, branches of science, scientific research and practice
Week 3: Media and Science: How is science portrayed in TV and movies? Is it accurate?
Week 4: Who are scientists? What do you need to do to become a scientist?
Week 5: Where did science come from? History of science across cultures part 1.
Week 6: Where did science come from? History of science across cultures part 2.
Week 7: BREAK (Homework: Research a culture and something scientific they did)
Week 8: Exploring fields of science: share what you found out about a type of science!
Week 9: Science and Technology: How do they affect each other?
Week 10: Science and Values: How does science affect values? How do values affect science?
Week 11: Science and Policy: How does science affect laws and policies? How do laws and policies affect science? Week 12: Science and Controversies
Week 13: Scientific Careers
Week 14: Final project: choose your topic, brainstorm
Week 15: Project update: how is your project going? Peer feedback and support
Week 16: Final project presentations - share your project
Dark Matter. The Multiverse. Milton's Paradise Lost.
His Dark Materials, a series by Philip Pullman, ties these themes together, alongside concepts of family and betrayal, experimentation, friendship, magic, innocence, and so much more.
This class extends on the thinking we built together in Scientific and Rational Thought & Harry Potter and the Methods of Rationality. Together we will read through the trilogy: The Golden Compass (or Northern Lights), The Subtle Knife, and The Amber Spyglass. We'll explore the ideas, big and small, challenge ourselves to bring rationality to it, but also to see deeper into the literary and theological allusions.
A syllabus is forthcoming. I have planned for 15 weeks of class. If this needs to change drastically for any reason, I will only do so with extensive communication with you.
Thanks for being a part of this, as we continue to think together.
Do you love epic adventure stories, book series, movies, fanfic universes? If so, you may have noticed some similarities (along with some major differences) between the stories you love. Joseph Campbell, a well-known 20th-century scholar of mythology, observed those differences too and has claimed that there is an underlying "monomyth" or Hero's Journey story which is reflected, in various ways, in the stories we love. But is he correct? And are there other ways to view the similarities among our favorite stories? In this course we will take a deep dive into Campbell's work along with the insights of "stage theory" (Piaget, Erikson, and Kohlberg among others) and Christopher Booker's work on the "Seven Basic Plots." We'll use these tools not only to examine our favorite stories, but also to look at our own personal Stories. Join us on a Quest … or will it be a Rebirth or a Voyage and Return?
1/30 Week 1 - Intro to the Hero's Journey and to Stage Theories of personal development
2/6 Week 2 - First sharing session: Participants bring their favorite Hero's Journey stories
2/13 Week 3 - Introduction to Socratic Seminar process. Seminar based on one or more texts from Week 2. The Seminar Development Cycle, Part 1.
2/20 Week 4 - The Seminar Development Cycle, part 2. Brief student-led Opening and Core 1.
2/27 Week 5 - Mission #1 due and shared (should you choose and have time to accept it). The Seminar Development Cycle, part 3. Brief student-led Closure.
3/6 Week 6 - 7 Basic Plots overview and instructor-led seminar.
3/13 Week 7 - Second Sharing Session: participants analyze plot structure of that favorite Hero's Journey story (or another favorite).
3/20 Week 8 - Student-led Seminars based on one or more texts from Week 7. The Seminar Development Cycle, Part 5: Pre-Seminar content and process.
3/27 Week 9 - Student-led Seminars based on one or more texts from Week 7 (Round 2). The Seminar Development Cycle, Part 6: Post-Seminar process and content.
Spring Break 4/3
4/10 Week 10 - Mission #2 due and shared (should you choose and have time to accept it).
4/17 Week 11 - Character archetypes and stage theories. Mission #2 presentations, round 2.
4/24 Week 12 - Third Sharing Session: participants analyze character(s) of a favorite Hero's Journey story through the lenses of character archetypes and stage theories.
5/1 Week 13 - Mission #3 (full-fledged seminar) presentations, round 1.
5/8 Week 14 - Mission #3 presentations, round 2.
Life on Earth is always changing. Organisms and their environments are always interacting, and that can lead to growth or reductions of populations depending on the conditions. Because all organisms are linked in an ecology, a small change with one organism could produce big changes in others. Sometimes this leads to extinction of a species, sometimes this can lead to evolution of new traits that help an organism to survive. Humans can influence these changes: directly through selective breeding and indirectly through environmental or ecological changes.
This class will use foundational concepts like ecology, evolution, and taxonomies to examine changes in organism populations and ecosystems. We will look at natural changes, human-influenced changes, and human-directed changes. Also, we will discuss conservation and different ways it can be done, as well as ethical concerns about some methods, like zoos and reviving extinct species.
Week 1: Introduction - How is the natural world changing? What are topics you are interested in?
Week 3: Natural Selection - What happens if an environment changes so much that an organism can't thrive or survive? How does environmental change happen? Can humans cause environmental change?
Week 4: Anthropogenic Selection - What are ways that humans can affect organisms? What are some examples of intentional and unintentional human-generated selection? Can humans change ourselves?
Week 5: Selective Breeding - What are some organisms that humans have intentionally changed over time? For what reasons have we changed them? Is it beneficial for the organisms? Is it ethical?
Week 6: Unintentional Selection - What are some ways that humans have changed the environments of organisms unintentionally? How have some organisms adapted?
Week 7: BREAK
Week 8: Extinction - What does it mean to be extinct? What does it mean to be threatened? Are there other ways to describe extinction?
Week 9: Conservation - What are things that we are doing to prevent extinctions? Why do we talk about saving a species? Do we prefer to save some species over others?
Week 10: New Earth - In what ways has the Earth been changed permanently? What are some permanent changes that have happened in Earth's history? What can we do about them?
Week 11: Issue: Zoos/Habitats - Why are zoos and other human-made habitats controversial? What are some ways that they help conservation? What are some ways they are not good for organisms?
Week 12: Issue: Genetically Modified Organisms - What are genetically modified organisms (GMOs)? What are different ways that crops are genetically modified, and for what reasons?
Week 13: Issue: Gene Banks and Jurassic Park – What are the benefits and harms of collecting genetic samples to revive organisms in the future? Should we do this?
Week 14: Final Project Topic - We will discuss final project topic ideas
Week 15: Final Project Research - Come ready to share some research you have done on your topic
Week 16: Final Project Presentations - This is your opportunity to share your project in a 5 minute presentation.
Each week we will discuss a different aspect of Greco-Roman life, history and myth. The assigned reading for each week is to prepare for the following week's discussion. For example, Week 1's reading is to be completed by Week 2. Most weeks the assigned reading will be from the D'Aulaires' text, and I will include additional source material reading that is optional.
At the end of the course, each student will present a retelling of a myth of his or her choice. The method of retelling the myth is open and up to them, and can include such approaches as:
Art piece
Interpretive dance
Dramatic retelling
Lego construction
Minecraft storytelling
Over the last two sessions of class, each student will have 10-12 minutes to share their creation with the class, including why they chose that particular myth and how they see the story as still relevant in modern life.
Primary Texts:
D'Aulaires' Book of Greek Myths by Ingri d'Aulaire and Edgar Parin d'Aulaire
Percy Jackson's Greek Gods by Rick Riordan
Percy Jackson's Greek Heroes by Rick Riordan
Secondary Text:
Classical Myth by Barry Powell, Fourth Edition (used is fine)
Additional Texts:
The Iliad by Homer
The Odyssey by Homer
Week 1: Introduction; Myth as Metaphor
Week 2: The Greek Origin Story: Gaia and the creation of the world; the war of Zeus and the Titans
Week 3: The Greek Pantheon: Gods
Week 4: The Greek Pantheon: Goddesses
Week 5: The Greek Pantheon: Minor Gods
Week 6: Heroes and Monsters: Orpheus, Perseus, Theseus
Week 7: Heroes and Monsters: Heracles, Oedipus, Jason
Week 8: Heroes and Clever Kings: Midas, Daedalus/Icarus, Sisyphus, Bellerophon
Week 9: The Iliad: War and the Greeks
Week 10: The Odyssey: Odysseus and his Adventures
Week 11: Greek Women's Stories: Clytemnestra, Cassandra, and Penelope
Week 12: Roman Myth: The Aeneid
Week 13: Roman Myth: Ovid's Metamorphose
Week 14: Soul Becomes Immortal: Apuleius' Cupid and Psyche
Week 15: Class Presentations
A proton and a neutron are walking down the street.
The proton says, "Wait, I dropped an electron help me look for it."
The neutron says, "Are you sure?" The proton replies, "I'm positive."
Would you like to understand why chemists find this joke hilarious but ultimately inaccurate? Join us for introduction to chemistry to find out! In our class we'll dive deeply into the concepts of atomic structure, molecular bonding and polarity. We will engage in tests to compare the solubility of substances and discuss the ways matter is constantly interacting all around us. I will provide readings as an introduction to the concept that will be covered in class. We will perform in class tests or experiments, with an optional writing portion for each experiment. Finally, students will write, show or present on a topic discussed in class. Most of our source material is provided by the American Chemical Society middle school curriculum.
Let's have some fun!
Unit One
Week 1:Protons, Neutrons, and Electrons
Week 2:The Periodic Table
Week 3:The Periodic Table & Energy Level Models
Week 4:Energy Levels, Electrons, and Covalent Bonding
Week 5:Energy Levels, Electrons, and Ionic Bonding
Week 6:Represent Bonding with Lewis Dot Diagrams
Unit Two
Week 7: Water is a Polar Molecule
Week 8: Surface Tension
Week 9: Why Does Water Dissolve Salt?
Week 10: Why Does Water Dissolve Sugar?
Week 11: Using Dissolving to Identify an Unknown (part one)
Week 12: Using Dissolving to Identify an Unknown (part two)
Week 13: Does Temperature Affect Dissolving?
Week 14: Can Liquids Dissolve in Water?
Week 15: Can Gases Dissolve in Water?
Week 16: Review Games
You've got a project to do. But how long will it take? How do you break it down into parts or can you? How will you balance the time you need to put into doing it with everything else you need to do? What tools are out there that might help you? And where do you start?!
This is where to start.
We'll look at projects for school, but we'll look at your own goals, too. Want to change the world? Want to clean your room? It turns out that those are less different, conceptually, than you might think!
One of the critical skills needed for college and life.
Prerequisites: Having things you want to get done
All times are in Pacific Time. There will be one week break.
Week 1: Introductions
Week 2: Your project(s)!
Week 3: Identification of fixed vs. moving parts
Week 4: Breaking things down into manageable chunks
Week 5: Does anybody really know what time it is?
Week 6: What if it's too hard? (What if it's too easy!?)
Week 7: Tools to make your life easier
Week 8: Project check-in
Week 9: Everybody needs an editor (or somebody like that)
Week 10: It's too big! Narrowing your focus
Week 11: Group Projects vs. Working Alone
Week 12: Project check-in
Week 13: Whose standards are you working toward?
Week 14: Polishing your project
Week 15: Presentations of projects
This course is designed for those who already know the rules of the game, but who are looking to understand how to get pieces to work together, how to build plans, and how to convert a winning position into a won game. We will use a variety of online tools and puzzles, while looking at openings, middle games, and end games. Along the way, we will try to have some fun!
Prerequisites: Knowledge of the rules of chess, experience playing entire games, being a good sport.
Week 1: Introduction and Evaluation
Week 2: The Openings - Part 1
Week 3: The Openings - Part 2
Week 4: The Endgames - Part 1
Week 5: The Endgames - Part 2
Week 6: The Middle Game - Part 1
Week 7: The Middle Game - Part 2
Week 8: The Middle Game - Part 3
Week 9: Putting It All Together - Part 1
Week 10: Crafting Puzzles
Week 11: The Openings - Part 3
Week 12: The Endgames - Part 3
Week 13: The Middle Game - Part 4
Week 14: Evaluation (Putting It All Together - Part 2)
Week 15: Sharing Puzzles
(Term is 16 weeks; one of those weeks is a week Break)
Historical Geology is a course that will change the way you look at the world around you. The course is for anyone who is interested in learning about how the surface and structures of the Earth formed, how life evolved on this dynamic planet, and what the continuing geologic and evolutionary changes mean for life on Earth today. In this course we will become active geologists, using digital versions of the same tools field geologists utilize to study layers of sedimentary rock, and we'll explore the evidence that supports major geological theories. Students will learn how to read Earth's geology like pages of a book, and develop their own inquiry-based questions around geologic and evolutionary themes. We will accomplish this by studying real-life examples of rock strata via video, exploring examples of students' local strata, and investigating iconic rock strata, like that of the Grand Canyon and Grand Staircase-Escalante National Monument in the United States. Then we'll "time travel" through the eons and eras of geologic history, examining how stratigraphic layers formed throughout geologic time, and how these changes relate to the evolution of life on Earth. A majority of the course will cover the connection between Earth's evolutionary history and the geological formations that capture the evidence for evolution.
Class time will consist of discussion with the visual aid of photographs and diagrams, and students will have the opportunity to actively try to decipher the meaning of rock layers and the evolution of groups of vertebrates and invertebrates. Outside of class, assignments will focus on your own local geology, eventually leading to your ability to describe how the land you live on got to be the way it is – and what, if any, fossils are around where you live.
11+ years old
Prerequisites: None
Week 1: Introduction to class, students, and instructor. What is historical geology? Why take historical geology? What is the human connection to geologic events?
Week 2: Basic principles of geology: Steno's Principles, the history of geology, important human beings in geology. Evidence for plate tectonics, sea floor spreading, and orogenesis.
Week 3: Geology and stratigraphy: What are the major rock types? How do sediments accumulate (Walther's Law). How do we read layers of sedimentary rocks?
Week 4: Reading the layers of rocks (continued). The oldest rocks on Earth, reconnect to metamorphic rock and subduction vs. cratonic rock, importance of granite and isotopic readings.
Week 5: Precambrian (Cryptozoic) Eon: Hadean and Archean Eras – Molten Earth, formation of the moon, beginnings of the oceans and atmosphere. Earliest cyanobacteria and stromatolites in Archean.
Week 6: Precambrian (Cryptozoic) Eon continued: Proterozoic Era – Stromatolites, oxygenation events, oldest eukaryotes
Week 7: Early Paleozoic Era – Cambrian, Ordovician
Week 8: Middle Paleozoic Era – Silurian, Devonian
Week 9: Late Paleozoic Era – Carboniferous, Permian
Week 10: Spring Break
Week 11: Mesozoic Era: Triassic Period
Week 12: Mesozoic Era: Jurassic Period
Week 13: Mesozoic Era: Cretaceous Period
Week 14: Cenozoic Era: Tertiary Period – Paleocene, Eocene, Oligocene, Miocene, Pliocene Epochs
Week 15: Cenozoic Era: Quaternary Period – Pleistocene, Holocene Epochs
Week 16: End of Class Business – Final Presentations


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By Nunzio Pernicone
Nunzio Pernicone's biography makes use of Carlo Tresca's (1879-1943) storied life?as newspaper editor, hard work agitator, anarchist, anti-communist, highway fighter, and opponent of fascism?as a springboard to enquire Italian immigrant and radical groups within the usa. From his paintings on behalf of the commercial employees of the area (IWW), the Sacco and Vanzetti safety Committee, and his assassination at the streets of recent York urban, Tresca's ardour left an enduring mark at the American map.
This version, either revised and multiplied, presents new perception into the yankee hard work stream and a distinct point of view at the immigrant experience.
Nunzio Pernicone is a professor of historical past at Drexel University.
Read or Download Carlo Tresca: Portrait of a Rebel PDF
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Extra resources for Carlo Tresca: Portrait of a Rebel

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If it were possible to work your dream job what would it be?
I actually have two.
I would love to be a psycho-therapist. I think i'd be pretty good at it.
I have also considered starting up a personal shopping business. I've been told by many that I am very good at buying meaningful gifts. I'd love to "sell" that talent and make the men in this world look better! LOL
Sounds great Daphne go for it girlie lol.
My dream job would be to run my own corporation one day.
I'd be a baker instead of a cook. Would definitely want to be working for someone else though, I don't want the financial headache of running the business.
a children's themed party planner or be able to take back my non profit organization the company, house ect for foster care. I developed it , hired opened it and had to give the running to others and step aside due to health issues.
I have several.
1. I would love to be a buyer for a large department store that carries unique gifts.
2. Be the owner of a coffee bar/bakery shop/sandwich shop.
3. Be a party planner..
4. Run a non-profit organization to help needy people
Eva...that is what it's about. Doing what YOU love to do!
I'm sure in five years...my list will have changed.
I feel like Eva. I AM living my dream. I've always known that I was meant to make a difference. I just didn't know it would take MY poor health and my "not living nor enjoying life any more" to realize it. After years of struggling with my health, my energy, my weight, debt,... Who would have known that by me saying "yes" to a product that I tried at a health fair at my job, only because I was desperate for more energy, would have changed my entire health & allow me to release 2 dress sizes in 1 1/2 months (7 lbs, 8 1/2 inches and 8 % body fat in the first 9 days)! And allow me to also quit my full-time job and create a six-figure income, part-time! Having the opportunity to help thousands with both their health and their wealth and truly changing their lives are more than I could have ever dreamed of. It is such an amazing feeling and a true blessing to have the opportunity to possibly save a life like mine was saved. The best part is it happens by simply shifting some of your grocery expense (we all have to eat right?) and it creates the opportunity to change your health and your wealth (weight loss is just an AMAZING side benefit). All with a 30 day money back guarantee. If it's not for you, get your money back. WOW! What an opportunity to create the best health ever and an amazing income. I am truly blessed.
I guess I would love to own a staffing agency with no hidden agendas.....I enjoy helping people that have been overlooked and who truly want a career find their dream job.
Owning my own real estate company would be nice.
Starting another non profit (now that I know what not to do) ONE MAD MOTHER
My dream job? Hmmmmmm my dream job???? Would holding down a lounge chair with an umbrella drink in hand on the beach of some fabulous tropical ocean be considered a job?
If so that's me!!!!!
Otherwise I really do like to train individuals (not groups) and help them achieve their goals.
My brother and I have plans to start up a landscaping, garden design and property maintenance business. I like getting dirty outside! LOL
Lol! Cathie!!!


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Traditional Decorative External Shutters
Decorative Window Shutters made in Australia. Please visit our Factory Direct Showroom in Botany NSW.
All of our decorative window shutters are produced right here. These traditional window shutters used to be available many years ago in Maple wood but are no longer imported. They were not well made and rotted away over time. We make our decorative window shutters from commercial grade Aluminium. 60mm blade. Our Traditional Shutters look just like the original shutters you see on the old stately homes. We can paint any colour for an extra cost or just order them as a white shutter and you can spray paint them using touch up spray cans yourself. Standard Sizes as well as Custom Made To Your Size. Our store especially suits DIY Handy-People, home improvement contractors, Resellers and Owner Builders, who just have to finish on a deadline or maybe an opportunistic buyer who can spot a bargain.
300mm, 400mm, 420mm, 450mm and Any width Shutter Custom Sized. Maximum width is 450mm. STANDARD HEIGHT: 1200mm,1250mm, 1400mm, 1500mm, 1600mm,1700mm, 1800mm, 1900mm and Any Height Shutter up to 2000mm.
PRICING minimum price is $220.00 + gst each shutter 300 x 1200 and goes up depending on size ...please enquiry with sizes and quantity for best deal quoted. Order Minimum of 1 squre metre
BLADE PROFILES: Our Standard Profile for the Decorative Traditional Window Shutter is 60mm eliptical slat, 15mm overlap with a 45mm slim slat appearance
COLOURS: Our Standard Colour is White (other colours by enquiry from our web site) add $55 for most colours painted face side and edges only. Send an Enquiry for any Colour and whether you would like us to paint ( one side of two sides) and whether you would like hinges attached or supplied loose or would you like the standard screw mounts to the wall. We will quote you extra for these items. We have new stock sizes available in White Satin Aluma Series and Decorative Shutters. ....... pls enquiry with your size. Performance Aluminium does'nt rust, warp or rot


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Characterisation of a collagen membrane for its potential use in cardiovascular tissue engineering applications
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In this study, Biomend®, a collagen membrane conventionally used in the regeneration of periodontal tissue, is investigated for its possible use in the field of cardiovascular tissue engineering. A key requirement of most potential tissue engineering scaffolds is that degradation occurs in tandem with tissue regeneration and extra cellular matrix remodelling. To this end, it is crucial to understand the degradation mechanics and mechanisms of the material and to investigate the practicability of using Biomend® as a possible scaffold material. With this in mind, methodologies for the initial characterisation of the scaffold material were determined. The mechanical properties of Biomend® samples, subjected to various degrees of hydration and enzymatic degradation, were examined primarily through tensile testing experiments. The effects of enzymatic degradation were monitored quantitatively, by observing weight loss, and visually, by studying micrographs. Cell adhesion and viability were of primary concern. Confocal laser scanning microscopy was employed to illustrate endothelialisation on the surface of this collagen membrane. Fluorescence microscopy was used to visualise cell viability on the membrane surface. These images, coupled with assays to measure cell activity, suggest that Biomend® is not a suitable substrate to allow endothelialisation. In summary, this collagen membrane has suitable mechanical properties with the potential to control its degradation rate. However, since poor endothelial cell viability was observed on the membrane, it may not be suitable for use in cardiovascular tissue engineering applications.
KeywordsEnzymatic Degradation Confocal Laser Scanning Microscopy Confocal Laser Scanning Laser Scanning Microscopy Extra Cellular Matrix
Unable to display preview. Download preview PDF.
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#TBT: Our First Makeout Songs!
For our Throwback Thursday, we decided to share the very first songs we made out to!
June 23, 2016
In honor of Throwback Thursday (#TBT), we decided to share the song that played the first time each of us ever made out! Jeff's first make out song came from a mixed tape he was given, it was "Blame It On the Rain" by Milli Vanilli. Producer David's first make out was to the theme of Halloween because that is what he was watching at the time. How romantic, right? Marino's was "All My Life" by K-Ci and JoJo, and Jenn's was "Alive" by Pearl Jam! Our listeners shared their own make out songs, such as Strawberry Wine, Crazy For You, Oh Sherry, Truly Madly Deeply, and Lady in Red. What was your first make out song and how awkward was it?


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Richland, WA Parks & Public FacilitiesParks Home Page Menu
Swift Corridor and Future City Hall
Project Overview
In June 2016, the City of Richland kicked off the next phase of the Swift Corridor Development Vision: The Planning and Design of the new Richland City Hall.
Subsequently, in October of 2017, the City broke ground on the new City Hall. The site, located adjacent to the existing facility at the corner of Swift Blvd. and Jadwin Ave., will bring together three of organization's aging facilities into one location, allowing for a "one stop shop" and added convenience for Richland citizens. Much of the underground work is underway and we look forward to seeing the building come to life. The expected project completion is Spring 2019. The existing City Hall facility, built in 1958, is in disrepair. Once vacated, the building will be demolished and the prime real estate property totaling approximately 1.5 acres will be sold for commercial development.
New City Hall Construction
The project team installed a time lapse camera at the site of the new City Hall. Click on the menu in the upper left hand corner to watch the progress on this effort.


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This group of effects draws the frets of a guitar or other fretted string instrument. The number of strings, number of frets, etc. can be set. One version is for strings of the same length, while a second version allows for variable length strings. See the FretFind website. A third and fourth version require input of a scale in the Scala file format.
|© 2005-2008 Tavmjong Bah.
|Get the book.


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Mafalda (c. 1197–1257)
Mafalda (c. 1197–1257)
Portuguese princess . Born around 1197; died on May 1, 1257, in Arouca, Lisbon, Portugal; daughter of Douce of Aragon (1160–1198) and Sancho I (1154–1211 or 1212), king of Portugal (r. 1185–1211 or 1212); married Enrique also known as Henry I (1184–1252), king of Castile (annulled in 1216).
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Different Types of Coursework for a Zoology Degree
Zoology is a popular major for those interested in pursuing an animal related career path. Possible career options for those with a zoology degree include zoologist, researcher, zookeeper, marine biologist, wildlife biologist, herpetologist, primatologist, entomologist, ichthyologist, marine mammalogist, and ornithologist. (Note that advanced graduate level studies may be necessary to achieve some of these titles.)
A degree in zoology involves completion of a variety of courses related to the management of animal species and their biological processes. Many programs allow the student to tailor their course of study to focus on individual areas of interest. Students also may have the opportunity to conduct research as well. While specific degree requirements may vary from one educational institution to the next, most animal science degree coursework will include some combination of the following classes:
Animal Behavior
A behavior course may be offered as a survey course that details the behavior of several species, or it may be broken into more specialized courses (such as avian behavior or marine mammal behavior). The coursework in an animal behavior class teaches students how animals relate to others of their species and environmental stimuli.
Anatomy & Physiology
Anatomy and physiology courses are key foundation elements for zoology students. In these courses, students learn the components and functions of the skeletal, circulatory, reproductive, digestive, and muscular systems. The coursework may include identification of bones, dissection of specimens, and evaluation of live animals. It may also be possible to take more specialized anatomy and physiology courses, such as mammalian physiology or invertebrate anatomy.
Biology courses may include topics in animal biology, invertebrate biology, vertebrate biology, cellular and molecular biology, evolution, microbiology, and ecology. Students usually start with a general biology course in their first year of study and then move up to the more specialized courses in subsequent years.
Calculus & Statistics
Requirements vary from one program to the next, but most zoology degrees require a student to complete at least one course in calculus and statistics. These math courses are important for students who will be completing research and analyzing statistical results.
A course in genetics introduces students to topics in inheritance, selection for desired traits, improvement of animal populations, reproduction, and performance. Students may also participate in laboratory work by evaluating samples with microscopes.
Organic Chemistry
Organic chemistry is a required foundation course in all zoology programs. Courses include lab work. A course in general chemistry is usually a prerequisite for admission to the organic class.
At least one semester of general physics is usually required for an undergraduate zoology degree. Topics in a general physics course may include the study of energy, force, motion, electricity, magnetism, sound, and the variety of scientific laws that apply to these topics.
Specialized Courses
In the junior and senior year of study, it may be possible for the student to tailor a course of study that focuses on a particular specialty area of interest (i.e., herpetology, ornithology, ichthyology, etc.). Possible elective course titles include mammalogy, ichthyology, comparative anatomy, entomology, amphibian and reptile biology, insect biology, marine ecology, paleobiology, embryology, immunology, virology, developmental biology, field biology, parasitology, and special topics in zoology or biology.
Graduate Studies
After receiving their Bachelor of Science degree, a student may choose to continue to pursue their study of zoology at the graduate level. Graduate work includes a rigorous course of study in the classroom, completion of a thesis or dissertation, and research work. Graduate students may also be required to work as a teaching assistant or lab supervisor during their degree program. Collaboration with faculty on their research projects may also be a part of the academic program.
Final Word
Students should carefully choose the programs for which they apply, making sure that the institutions offer the specialized courses in which the student is interested. It is also wise to identify faculty members that conduct research work in a matching field of interest, so the possibility of becoming a lab assistant on such research will be a realistic possibility.


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From Christian-Mommies.com
Parents who have made the decision to homeschool their children oftentimes find themselves defending this choice. Unfortunately, there are those who feel that children who are homeschooled are not subjected to the same level of social interaction as children who attend public schools.
This is not the case. There are many social opportunities for the homeschooled child. These planned events are positive social experiences, as opposed to much of the negative social interaction that occurs in the public school setting on a daily basis.
One of the best and easiest ways to provide this type of social opportunity is to join a local homeschool group. These groups are very popular and located nationwide. In addition to providing a support network to homeschooling families, these groups sponsor all types of educational field trips and gatherings.
There are many homeschool-related websites, which maintain a database of local groups. A quick search of these databases will almost always result in finding a homeschooling group in your area.
Another wonderful way to provide children with the opportunity to socialize is to utilize the extra-curricular activities offered by your local school district. Schools must allow children who learn at home the option to participate in activities such as band, sports and drama. Take the time to contact the school district, in which you reside, for further information on the specific extra-curricular programs, available to your child.
Allowing homeschooled children to do volunteer work in the community is another excellent way to ensure socialization. Of course, this is usually not an option for very young children. But, occasionally organizations such as the Humane Society will let younger children volunteer, as long as their parents are in tow.
Consult your phone directory or favorite search engine for many additional not for profit organizations, which offer volunteer programs.
If you are fortunate enough to run your own business, involve your children! This will allow them to socially interact with your customers and give them a head start, in the business world, at the same time.
Also, check your local YMCA or your citys park and recreation department for their class offerings. These classes often include things like swimming, dance, cooking and crafts of all kinds.
As you can see, there are many social opportunities for children who are homeschooled. If you take the time to do a bit of research, you may be surprised at what youll find.
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Wayne isn't even top 50 any more lol he hasn't had but 10 descent songs in the last 10 years. and only artist i know where people took the time to listn top 100 w
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Notice Regarding intention to accept The tender
In pursuant to clause no. 27 (2) of Public Procurement Act, 2063, this is to notify all the concerned Bidder that Dairy Development Corporation has intended to accept the tender of M/s Uma Converter Pvt. Ltd., Ahmedabad, India to supply and delivery of 300 M. Ton Polythylene Film @ CIF Site delivery price IRs. 107/- and Clearing, Forwarding and Transportation Charges IRs.15/- per kg. against our tender notice no.DDC/13/Poly/069/070 which was published on 18 December 2012 in The Rising Nepal.
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Hello everyone. It has been a long time since I published a track here. I have continued to create clues and from what I see there are many new people in the community. I really hope you are all well, greetings to each of you and your families. Thanks for your time. A hug.
Hatarakimasu -
Wed, 06/06/2018 - 18:52#1
2018/06/05 (no name) WIP


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Right now, I'm cramming to get as much work done as possible before the boss wakes up. I'm paying bills, waiting on customers, and trying to keep things moving forward. Meanwhile, the boss is snuggly tucked into his pack-n-play napping in our storage room.
When he wakes up he'll be hungry. I'll have to drop what I'm doing, feed him and change him. From there on he may want to play, rock in his swing or practice rolling over. Sometimes, he insists on being carried in his sling so I never get to put him down.
In between playing, changing, feeding and carrying, I try to run my business. My boss' name is Oscar and he's my 5 month-old son. You've heard of WAHMs (work at home moms) and SAHMs (stay at home moms). Well, I bring my home to work with me everyday. And like the moms who fit the other two categories, I'm always distracted and I'm always exhausted!
I'm very grateful to be able to bring Oscar to work with my every day. It's a blessing for me to be able to do the two things I love the most at the same time–run my business and be with my kid. Then again, this blessing is exhausting. On any given day, you'll find me taking orders over the phone while nursing Oscar, changing diapers while receiving deliveries, and rocking a sleeping baby while reviewing installation directions with a contractor.
Fortunately, I have a lot of help. My mom comes to the shop a couple times a week to relieve me. Taylor, my right-hand-man, is always willing to jump in and help. Any customer who offers to hold Oscar gets their wish granted. I'm using the whole darn village to raise this child.
So we'll see how this experiment goes. I'm wondering how long I can keep him here until Oscar needs more than a distracted mommy to fill his days. Maybe we'll need to make different plans when he starts walking. Maybe this can last until preschool. Maybe one day I'll realize I just can't do both anymore.
For now, I try to laugh at the times I feel like Lucy without her Ethel, shrug off the aggravation of never feeling like my work is done, and cherish the–oops, gotta go. The boss is yelling for me from his office.


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Fire Damages Jersey Mike's Subs in Tampa
The fire is under investigation, Hillsborough County Fire Rescue said.
TAMPA – An early morning fire inflicted heavy damage on a sub shop and smoke damage on three other businesses, according to Hillsborough County Fire Rescue officials.
An alarm went out about 2:45 this morning (April 18) at the Jersey Mike's Subs in Oak Ramble Plaza, 14925 Bruce B Downs Blvd. When firefighters arrived, they said, they found heavy fire inside the sub shop. A primary and secondary search was performed, and no one was found inside. Firefighters entered three other businesses to check for fire extension.
It took about 17 minutes to get the fire under control.
Jersey Mikes Subs has heavy fire damage, Pinch A Penny Pools, Good Times Smoke Shop, and Mrn Dunderbak's all have minor smoke damage.
The fire is under investigation.
For information about Hillsborough Fire Rescue, go to hillsboroughcounty.org.
Photos courtesy of Hillsborough County Fire Rescue.
Hillsborough Fire Rescue | Jersey Mike's | Fire | Tampa Bay News | TB Reporter
#HillsboroughFireRescue #JerseyMikes #Fire #TampaBayNews #TBReporter
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Figures announced at its Annual General Meeting showed revenue was up by 36.4 per cent during the first quarter of the financial year - from April to June - compared with the same period last year.
This was helped by recent acquisitions including Hewden Tools, Amec LSS and Carillion Asset Management and growth excluding acquisitions was 10.1 per cent.
David Wallis, Speedy Hire chairman, said factors helping growth included a move towards outsourcing and major customers emphasising supply chain efficiency.
He added: "Specific sectors of the construction industry are seeing a slowdown in demand and construction related output in house building (to which the Group's direct exposure is less than 5 per cent of revenue), commercial office development and non-food retailing is likely to remain weak for the foreseeable future.
"In connection with this, the Group has recently seen a deterioration in spending from smaller trade customers and others more reliant on consumer and certain retail related construction output.
"However, public sector spending on schools, health, prisons and defence remains resilient, with many of these projects being funded through committed PPP or PFI schemes. Regulated industries, such as water, electricity, gas, rail and airports, are also releasing significant workload.
"The bulk of our major national contracting customers, the group with whom we have seen our strongest revenue growth, thus continue to report encouraging activity levels and order books on the back of on-going projects and continuing high levels of investment."


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A TEENAGE romance turned lifelong love, Don and Alicia (Toni) Hein's marriage is one filled with worldwide adventures and cultural experiences.
From the Blue Lake city to South East Asia, the couple has not wasted their time together, growing, exploring and learning about love, life and the world around them.
Beginning their relationship at the ages of


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Why Should You Learn to Use LinkedIn?
Should you care about LinkedIn? Should you learn how to use it or even invest some time in mastering it? Well, LinkedIn is the world's largest business network with over 300 million professionals actively using it.
While it has some of the features of a traditional business network it has other qualities which make it quite unique. It is a social networking site, an online job board, and a place to share and find information. Most of all it is a great place to advance your career and create business opportunities.
Whether you are looking to find a new job or simply interested in what might be available LinkedIn is the single best place to do it.
It is estimated that 80% of the members of LinkedIn are decision makers which means that these are people who can help you to advance your career. Networking with people in your industry on LinkedIn is well worth the time that you invest in it.
There are a number of ways that you can use LinkedIn directly to find a new job: you can use LinkedIn's own job search which allows you to look for jobs that have been posted by people connected to your network. You can also follow specific companies so that when they post new job openings you will be one of the first to know.
However, this does not even begin to tap the surface of LinkedIn's possibilities when it comes to advancing your career.
One of the best things about LinkedIn is that it provides the opportunity for enhanced visibility. People on LinkedIn are decision makers and the chance to get in front of these people and demonstrate your expertise can open up huge doors for you.
The best way to gain visibility on LinkedIn is to simply start participating.
- Join relevant groups and take some time to research them before posting questions.
- Start following 5 – 10 industry celebrities to see what they are posting on a regular basis.
- Make sure that your voice is heard – start contribute valuable insight and content to the site.
- Whether it is posting on your news feed, providing content to groups or answering questions in the answer section there are plenty of opportunities to show that you know what you are talking about.
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If you want to succeed, you will have to learn how to make the most of LinkedIn's features. You need to know how to optimize your profile so that you are highly visible to potential recruiters and employers. You will also need to know how you can stand out in the groups and answer section so that you are recognized as a thought leader in your industry.
If you have a dream company that you would love to work for you must find out how LinkedIn can make it happen.
It does take time and effort in order to make the most of LinkedIn's many features, but the rewards for your career both financially and creatively make it well worth doing. The good thing is that most people do not have a system in place to make the most of LinkedIn and thus it is not too hard to stand out from the crowd, by following simple and proven systems…
Do you use LinkedIn? What's your single biggest challenge with LinkedIn?
Let us know in the comments section!


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Hangars Liquides is a dystopian city in Second Life created by Djehan Kidd; recently opened to cyberpunk roleplay, it's full of deep and horrible industrial beauty. Watch the eyeball-frying trailer:
Click here for a direct teleport to the city, and visit the official site here. There's some interesting background to the design of this dystopian future city: It was inspired by the real life city of São Paulo, Brazil, where Djehan Kidd used to live:
When you're there, he told me, "[Y]ou realize many of the buildings are slum highrises." He sent along a pic of this megalithic building at left, as a source of inspiration. "It's a battle in between the poor and the rich, the poor surround some buildings and everyone has to leave and they start to occupy them illegaly. The concrete jungle, usually heavy tropical rain once a day and a very very sweet temperature all year long...." That experience took on a new form in digital 3D, in Hangars Liquides, the wonderful work of a young Brazilian who now recalls the words of SL's founder, when he talked about the kind of content creators he wanted to see in Second Life:
"I was pleased to see Philip Rosedale mention he'd rather hire a poor kid from Brasil rather than a Stanford graduate," Djehan Kidd tells me, chuckling. "It's true!"
São Paulo photo credit: Joannis Mihail Mouda.Tweet


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One of the more intriguing optional rules found in the d20 SRD is the Bell Curve Rolls. Idea being that if every time you need to roll a 1d20 in the 3.x rules, you roll a 3d6 instead, you'll end up with a game that's "grittier" than the normal D&D experience. What they call "gritty," I'd call realistic, or at least plausible. 3d6 rolls produce a bell curve in which average results are more common, critical failures and successes much rarer, and small number modifiers (like +1, +2, or +3) make a much bigger difference. In short, the Bell Curve Roll creates a game world in which highly skilled creatures really do succeed more often than unskilled ones, and where training actually matters. You know, kind of like the real world.
But this optional rule is premised on the existence of skill ranks and other mechanics not found in most simpler, retro-versions of the game. Nonetheless, it could still be adopted with a little modification.
If I were to port it over, here's how I'd use it: the core mechanic of combat, saving throws, and ability checks is the roll of 3d6, plus bonus dice determined by your relevant prime requisite ability score modifier. So, for example, if you have a fighter with +2 Strength modifier, and you're rolling to hit in melee, you roll 5d6 and take the best three. If you're not a fighter, you don't get the combat bonus, but you will get a similar one for tasks related to the prime requisite of your class (so magic-users get bonus Intelligence dice, clerics get bonus Wisdom, etc., provided they're entitled to a modifier based on their prime requisite ability score.)
I haven't done the math on this, but at a glance, it strikes me as a good way to simulate the effect of training, expertise, and talent in retro systems without needing to port over a cumbersome skill ranks mechanic… assuming one wanted to try the Bell Curve Rolls option, that is.


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Guide to Personal Safety for Young People
Disclaimer - we accept no liabilities from the use of this advice whatsoever. This is opinion only. Use as a guide:
This is for use teaching and training young people you work with in personal safety and avoidance of confrontation and incidents. This was given out in a compact booklet after one of the girls we worked with was approached by a man in a car asking for sex - and after a series of attacks were carried out in a local park on teenage girls.
This now includes safety tips around personal finances.
This is intended for use in any situation, not just church based.
1. Avoiding Incidents
- Get a reliable friend (or adult you trust) to walk with you if you feel worried at all. (Remember child protection if you are the adult. Best practice is to have 2 adults)
- Get picked up by a parent.
- Avoid drugs and alcohol as they mess with your head and make you much more vulnerable to attack.
- Don't put yourself in a risky situation. If you think something or someone may be dodgy get away from the situation.
- Tell people where you are going and when you'll be back.
- Have a mobile phone with you and consider having a personal attack alarm.
2. Stopping An Attack
- Shout and scream loudly stuff like 'I'm being attacked - someone help me - call the police - attack'
- Alternatively, yell something like 'Fire' or make a scene or fake an epileptic fit. This can bring help and / or freak out a potential attacker.
- If you can, get away from a situation. Running away even if you lose possessions is the wisest action. Better you get away than you get injured or worse.
- If you have to fight back, remember the vulnerable areas of the body - the eyes - around men's Adam's Apple on their neck, the groin, kick into an attackers knees or stamp down as hard as you can on the top of their foot. Biting can also work.
- Instead of punching in the traditional way, consider using your elbow, the palm of your hand (upwards into an attacker's nose etc.)
3. Feeling Comfortable
- If you are out on a date or in a group and feel uncomfortable end it and get out of there.
- Carry money to make sure you have readies to get a taxi. Make sure the taxi is from a taxi rank and you know they are are a genuine cab company and driver. Otherwise do not get in the taxi.
- If you are female, avoid parties where there are a disproportionate amount of lads over lasses.
- Never accept rides from people you don't know if you are alone. Be careful anyway.
- Proverbs 3.5-6: 'Commit your way to God. Trust him to look after you and he will.'
4. Trust your instincts - dating, going out
- Trust yourself - if you feel uncomfortable, get out or away!
- Never go to a party alone (especially if female). Go with a mate unless you know it's safe.
- Never accept any drink (alcoholic or not) from people you don't know - preferably that you haven't seen someone make for you - even more preferably a drink that is opened by you or poured by a bar person.
- Don't share or exchange drinks
- If out in bars or clubs etc. hold on to your drink and keep your hand over the top of the glass so that no pills can be slipped into them without you knowing.
- If you feel you're becoming really intoxicated phone home, a leader, a friend, talk to a bouncer or phone 999.
- Be careful where you go if you are on a date. Arrange to meet, get picked up (and stay) at a public venue - if you have any doubts or do not know someone.
- Be very careful how much personal information you give out to people - so about where you live, where you work, your personal info.
5. Get Streetwise
- Don't walk towards large groups of people - walk around them. Best idea is to cross the road or even avoid the road.
- Walk towards oncoming traffic if possible so no-one can drive up behind you without you seeing them.
- Use well lit areas, avoid shortcuts, dark roads and alleys.
- Look confident, walk talk, look determined as if you know where you're going (even if you don't). But don't go around strutting or looking arrogant.
- Avoid eye contact with people who look hostile or you have doubts about.
- Look behind you regularly and around you to see if someone's following. If someone is, cross the road, walk into a public place, phone the police or seek some kind of safe support.
- If someone accosts you in a car, ignore them, walk on or firmly tell them to go away.
- Never get in a car or even go near a car. If someone beckons you over asking for directions, stay back far enough from the car doors so you are out of reach of any grabbing.
- Remember that things you have with you can be used as a weapon - keys for example.
- Look for weapons around you as you walk in case you need to run back and grab it.
- Be aware of your surroundings. Is there a dark alley coming up, walk on the other side of the pavement from it so you can't be grabbed. Look into roads as you pass. Think of potential problems and take action before any incident may happen.
- Look behind you when going to a cashpoint. If you can, get cash from inside a bank or in a shop via cash back etc.
- One tip when at a cashpoint is to look around before you use it, look around as you use it and look into any mirror or any reflective / metallic part of the machine to look behind you for any potential attacker.
- Look for suspicious devices in a cash machine, like anything that could be a miniature camera (reading you put your PIN number in). If the machine doesn't seem to work or doesn't return your card, stay with the machine and phone the police.
- When entering your PIN number into a cash machine or when paying for goods via 'chip and pin' in stores, do so very carefully so that nobody nearby can read your number.
- If you get a receipt from a cash machine or goods, make sure you wait for and retain this. Most places now have receipts that don't give away your card number (eg xxxx xxxx xxxx 1234) but just in case, don't throw away your receipt without destroying or burning it. It may contain valuable info. Most stolen info comes from people's garbage. Beware. Dispose of all personal info very carefully. I burn mine.
- When paying with a card in a restaurant or shop, go to the payment place and watch the assistant put the card through the machine. Watch out for people using visa card readers etc. Check the receipt before signing for the correct amount.
- Remember that your phone is vulnerable so keep it updated, run anti-virus if using Android and keep things like Bluetooth off / don't download unknown things and be cautious over non-secured WiFi networks.