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It makes zero sense and it is completely illogical" In actuality, you notethat'beingnice' is not even a factor when it comes to being successful with girls. Friends like these teach you exactly what is really happening.

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Profiles which strike at you as creepy now will be creepy the next time you browse them. Remember body language. A guy who poses at a pose that is sexual or with his pants and his shirt off is seeking to get into your pants. He needs to work on how he projects his image if he isn't.

That hard, defended method of behaving can look like stuffing down our feelings, being extra nice and understanding for him, wanting to make everything alright by stepping up while he is slacking off. It is also over functioning or it can look like assaulting him, acting like we do not care, playing matches, stop expecting him, being magnificent and mean to him.

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Always pick the assembly location( rather near your place) and if she selects a location, make sure you select Google Maps and take a look at the location and the neighborhood. Men, NEVER force yourself on every girl! Bear in Mind, NO! means NO! Make sure thatyou're not making her feel uncomfortable in any way, even though she's back at your location. Be self- conscious of when she's Gig Harbor backpage escorts alternative uncomfortable and you Gig Harbor escorts backpage escort alternative to possess some acuity. Men are like a light switch, we can become aroused and turned on immediately, like turning a light switch to the position from the off Gig Harbor backpage escorts teen. Girls are more like a volume knob, so you have to increase the volume for a sound that is louder, using a woman, you have to arouse her to turn her on.

Badboy: Proceed into Gig Harbor Washington massage backpage escorts all escorts backpage Ivins? Her: To much? Women love talk and out of her answer. Men who act too sacred and don't bring naughtiness into the backpage escorts or conversation bore women.

That's the reason we proposed that you use a handle that characterizes the type of person. Do not try to seem like a sexual goddess or a sex god. On the off chance that you are, allow another individual choose for herself or himself; ( it is much superior to having the person concoct explanations like" is it in yet? " ) Remain far from handles.

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In the case of Fernando Fervent, as he is unschooled in the whirl, as he does his everyday dial- up media pattern, he seems to be acquiring a little wisdom. He speaks to the dates that past on the screen. His pretty great line, " you're amazing, " seems to work. He seems to have learned 2or an effective phrase. Most of us realize that a few dates will immediately choose not to believe what they hear since individuals have various demands for not trusting others and being respected about another.

Now, your mind is thinking about the way to be a Grounded Person with the Internal Mindset that is ideal, while Understanding What Women Want, and to meet and have stimulating connections leading to more serious and eventually relationship relationships.

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In my case, I had a good idea if I wanted to meet with the guy from the third or second email. That's when I asked for his name, if he had volunteered it. Below are sample emails which you could use to ask for his name and identity verification info that is other.

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We should mention something here; making an online dating profile follows the script across dating platforms that are different, so, let us look at how to create an outstanding internet dating profile.

How do you do so? Is you should be clear about the moment. Evenings are times. In case you have dinner together, then there is the possibility of dropping the other individual home.

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Each section should strengthen, augment and integrate with another to make a strong, articulate statement. All parts of your profile allure to the type of person and has to geared towards you are hoping to attract.

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Have patience when utilizing eHarmony, and be prepared to take things gradually. In my experience, it takes longer to get a contact and date compared to standard dating sites( due to the" layered" communication system) .

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The way to Respond to what we have seen about online dating far, there's absolutely no specific blueprint detailing the best way to respond to messages, particularly first messages. If the individual at the opposite end of this conversation is knowledgeable about dating as you now are, she or he will ask you a question. All you need to do is gauge tone of the message and answer it to the best of your knowledge using the identical tone.

A Story tell your story. Do you have images of yourself backpacking, traveling or about experiences? What about photos that show your creative side, such as images of art being created by you or engaging in a hobby? Have you got any photos of you enjoying a musical instrument or sports? Pictures that show what you enjoy doing, and who you are offer stories and insight into your personality and interests. Images that reveal you being busy are a plus.

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Third: be certain to realize whatyou're signing up for. Most sites will allow you to create a profile. Some require a monthly subscription which will then supply you with unlimited communicating with profiles. Others will need you to buy credits. Some make it tough to cancel a subscription and others make it difficult to eliminate your profile. Ashley Madison- a relationship site designed specifically to match up people searching for extramarital affairs- makes it easy enough to depart but makes it hard to completely remove your profile. You need to pay if you want to delete your profile, rather than simply hiding it. Do your homework before you commit; your time is valuable and you do not wish to squander it on websites that are- wait for it- not a match for you.

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The other thing that you learn at this level is that his degree of compassion and a term in our language- - compersion- - which means once they encounter another's joy the sensation of joy one has. Quite simply the online dating asian men of jealousy.

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Slow down Online dating often tends to include a certain level of danger as well as stress and anxiety. So, if you satisfied your date online, after that spend a long time to be familiar with her using texts, call, as well as video clip conversations. Once you establish a certain level of comfort you can recommend conference face to face. Find out to take it slow.

The way to find out which love A good way of discovering which love language you talk will be to analyze that one you tend to use the most to communicate with the people you love. You are generous with your voice the most, chances are you also need to get words the most. Or you head out of your way to organize one- on- one time and it is seen by you like a true priority, then you are top dating apps reddit that is quality. You find the pattern. Another way of working out that language you manly speak would be to imagine you can get love over: the remainder won't ever be conveyed to you. Which one could you not live without? I want them that I hear you shout. News you are not doomed to getting one means of love. We need all of the things from the listing from time to time but this is an effective way of singling out casual sex is acceptable. Or in the event that you really need to get to its base you could purchase Gary D chapman'spublication' the five love languages' to take the test.

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Homework 2A.9

Moderators: Chem_Mod, Chem_Admin

KTran 1I
Posts: 52
Joined: Fri Aug 30, 2019 12:15 am

Homework 2A.9

Postby KTran 1I » Sun Nov 03, 2019 7:45 pm

Which M^2+ ions (where M is a metal) are predicted to have the following ground-state electron configurations?
(a) [Ar]3d^7
(b) [Ar]3d^6

The answer in the solutions manual is (a) Co^2+ and (b) Fe^2+, but can someone explain how to get these answers?

Posts: 100
Joined: Fri Aug 30, 2019 12:16 am

Re: Homework 2A.9

Postby KarineKim2L » Sun Nov 03, 2019 7:54 pm

When removing electrons from an atom to form an ion, you remove from the 4s orbital first. Thus, the 2+ ion electron configuration for Co^2+ and Fe^2+ would be a) and b) respectively, as the electrons in the 4s orbital are removed.

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Re: Homework 2A.9

Postby ckilkeary 2G » Sun Nov 03, 2019 7:57 pm

We know that these are ions that have had two electrons taken away because their charge is 2+. So we can add those ions back to the electron configuration, but we have to keep in mind that the two electrons were likely taken from the 4s subshell since 4s has to be filled before we start adding to the 3d orbitals but 4s is a lesser energy orbital once 3d starts filling up so its the outermost shell. So the neutral element's atom would be a) [Ar] 3d^7 4s^2 and b) [Ar] 3d^6 4s^2.
Counting on the periodic table we know that Co corresponds to a) and Fe corresponds to b). So the M^2+ ions are a) Co^2+ and b) Fe^2+

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Research administrator salary: association with education, experience, credentials and gender.

Author:Shambrook, Jennifer

Senior research administrators (RAs) serving as mentors to up-and-coming RAs are often asked: "What is more important when it comes to salary: a Masters degree or Certified Research Administrator (CRA) credentials?" The senior RA could give an opinion based upon his or her own experience or personal preferences, but no sound empirical data exist in peer-reviewed literature addressing RAs as an occupational group.

This paper reports on a study conducted to provide empirical data to the research administration community on the findings of the 2010 RASPerS concerning the association of salary level with educational achievement, years of experience, CRA credential status, and gender (Shambrook, 2010). To determine these associations, the following hypotheses were tested:

[H.sub.1]. Higher education achievement will be positively associated with higher income levels.

[H.sub.2]. Greater years of experience will be positively associated with higher income levels.

[H.sub.3]. Attainment of the CRA credential will be positively associated with higher income levels.

[H.sub.4]. Higher income levels will not be associated with gender.

While the survey instrument allowed for participants to indicate "some college," no distinction was made between someone with three courses and someone with three years of college. Thus, it was not possible with existing data to determine if "some college" indicated more or less instruction than a two-year associates degree. Another limitation of the study was that no question asked whether the CRA credential was a requirement for employment in the participant's present job. Both of these factors may be of interest for future studies in this area.

The study protocol was given full board review and approval by the Institutional Review Board (IRB) of Walden University. The corresponding author was a doctoral candidate at Walden University at the time of the survey. The study population consisted of members of the National Council of University Research Administrators (NCURA), specifically chosen because research administrators are an occupational group comprised of individuals who are college educated, computer literate, and fully capable of reading and understanding their rights as study participants (Roberts & House, 2006). The study was conducted as an internet-based, cross-sectional survey. An electronic consent form preceded the electronic survey. Study participants positively selected a radio button to indicate they had read and understood the form before they could access the survey.

An email invitation to participate in the 2010 RASPerS via SurveyMonkey[c] was sent to the entire NCURA membership of 6,840 during a 10-day period in February, 2010. There were 191 potential participants who had previously opted out of SurveyMonkey[c] email solicitations. Three hundred twenty-six email addresses were no longer valid. Thus, the final study population was 6,323. This meant that responses from at least 893 participants were needed to achieve a 99% confidence level with a confidence interval of four or less. As shown in the results below, over 1,100 responses were received for each factor being tested.

Five factors from the Demographic Information section of the 2010 RASPerS were used for this study. Salary served as the dependent variable. The independent variables were level of educational achievement, years of research administration experience, CRA credential status, and gender. Survey questions and possible responses are shown below:

  1. What is your annual income as a research administrator?

    1. $35,000-$49,999

    2. $50,000-$74,999

    3. $75,000-$99,999

    4. >$100,000

  2. What is the highest level of education you have completed?

    1. High School Diploma or G.E.D.

    2. Some college credit

    3. Associate degree

    4. Bachelors degree

    5. Masters degree

    6. Doctoral degree

  3. How many full years have you worked in Research Administration?

    1. 1

    2. 5

    3. 10

    4. >20

  4. Have you received your certification from the Research Administration Certification Council as a CRA?

    1. Yes

    2. No

  5. What is your gender?

    1. Male

    2. Female

    To calculate means, salary level was re-coded as shown in Table 1 so that averages of the salaries could be computed. The data were analyzed using both descriptive and inferential statistical methods. Descriptive methods included...

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I practice with Ouellette, Deganis & Gallagher & Grippe, LLC. We are a six attorney firm including: Sergio Deganis, Karen Gallagher, Joseph Grippe, Steven Grant, Grayson Colt Holmes and James Demetriades. Our attorneys are admitted to practice in Connecticut, Massachusetts, and New York.

We represent plaintiffs and defendants in personal injury matters of all types including auto accident, slip and fall, negligence, explosion, fire, construction, product liability, wrongful death, uninsured motorist, head injury, back injury, burn injury, sexual abuse, animal and dog bite cases.

I am available to help injured persons make a prompt recovery in any matter involving personal injury.

I have significant jury trial experience. I have participated in jury trials involving motor vehicle accidents, product liability (locomotives; fork lifts; switch gear; motor starters; circuit breakers/panel boards; deep fat fryers; electrical distribution devices; plastics, electrical appliances of all types), construction accidents, medical products, wrongful death, motor vehicle accidents, slip and fall incidents and insurance coverage disputes.

I am Board Certified in Civil Trial Law (NBTA). I am rated AV-Preeminent by Martindale-Hubbell. I am named as a Super Lawyer.

My wife, Dawn, and I are active in our church, the Cheshire United Methodist Church.

I am an avid soccer fan.

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High Court of Hyderabad quashes charge against N.Srinivasan

On Friday,18th of March, the Hyderabad High Court quashed criminal case charged by CBI against N. Srinivasan, MD India Cement Ltd. Mr Srinivasan moved a petition before the HC of Hyderabad to quash the charges by CBI

Justice B Siva Sankar Rao, allows the petition and after hearing, found that CBI failed to prove the element of criminal conspiracy by Mr.Srinivasan for personal gains. Thus quashes criminal charges under Section 120 (B), Section 420 of IPC and Section 12 Prevention of Corruption Act put forward by CBI against him in disproportionate assets case involving YS Jagan Mohan Reddy. The Judge further noted that when everything was done with the Board’s consent, then the company is liable for those action.

The CBI had filed criminal charges against Srinivasan in relation to illegal investment case, alleging that he had illegal connection and had entered into criminal conspiracy with other accused in order to get undue benefits for his Cement plant. Further CBI alleged that in return he had invested 140 crore rupees in companies owned by JaganMohan Reddy, son of former Andhra Pradesh CM – YS Rajasekara Reddy and YSR Congress Party leader.

However, the case on the company  India Cement Ltd will continue , but definitely the decision of the upper court will have an effect on the running proceedings in trial court.

Adv. Mikky Sudhakaran

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What Every Business Owner Should Know About Wage Garnishment (And How We Can Help!)

Wage garnishment—it’s never a pleasant subject. When business owners are asked by the courts to garnish an employee’s wages, they must comply; but compliance can cause workplace stress and conflict with the affected employee. Most business owners would rather not think about such predicaments, let alone participate in them. But the reality is clear: the stress and distraction of wage garnishment cases happen to most business owners, and you are better off knowing what to expect ahead of time.  Read more

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Labor Law Poster Compliance – What You Need To Know

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Analogical Scaffolding in Collaborative Learning

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Analogical Scaffolding in Collaborative Learning

Soniya Gadgil & Timothy Nokes

Summary Table

PIs Soniya Gadgil (Pitt), Timothy Nokes (Pitt)
Other Contributers Robert Shelby (USNA)
Study Start Date Sept. 1, 2008
Study End Date Aug. 31, 2009
LearnLab Site United States Naval Academy (USNA)
LearnLab Course Physics
Number of Students N = 72
Total Participant Hours 144 hrs.
DataShop Anticipated

Past research has shown that collaboration can enhance learning in certain conditions. However, not much work has explored the cognitive mechanisms that underlie such learning. Chi, Hausmann and Roy (2004) propose three mechanisms including: self-explaining, other-directed explaining, and co-construction. In the current study, we will examine the use of these mechanisms when participants learn from worked examples across different collaborative contexts. We compare the effects of adding prompts that encourage analogical comparison to prompts that focus on single examples (non-comparison) to a traditional instruction condition, as students learn to solve Physics problems in the domain of rotational kinematics. Students learning processes will be analyzed by examining their verbal protocols. Learning will be assessed via robust measures such as long-term retention and transfer.

Background and Significance

Collaborative learning Past research on collaborative learning provides compelling evidence that when students learn in groups of two or more, they show better learning gains at the group level than when working alone. Much of this research has focused on identifying conditions that underlie successful collaboration. For example, we know that factors such as presence of cognitive conflict (Schwartz, Neuman, & Biezuner, 2000), establishing of common ground (Clark, 2000) and scaffolding (or structuring) of the interaction are important factors affecting collaborative learning. Providing scripted problem solving activities (e.g., one participant plays the role of the tutor vs. tutee and then switch) have also been shown to facilitate collaborative learning compared to unscripted conditions (McLaren, Walker, Koedinger, Rummel, Spada, & Kalchman, 2007). These results are typically explained in terms of the sense making processes in which the structured collaborative environments provide the learner more opportunities to construct the relevant knowledge components. Although much work has focused on improving learning through collaboration, little research has examined the cognitive processes underlying successful collaboration. Most of the prior work has focused on the outcome or product of the group and less has been concerned with the underlying processes that give rise to the product. If we can uncover the cognitive processes underlying collaborative learning, it can further our understanding of how to improve collaborative learning environments.

Schema Acquisition and Analogical Comparison: A problem schema is a knowledge organization of the information associated with a particular problem category. Problem schemas typically include declarative knowledge of principles, concepts, and formulae, as well as the procedural knowledge for how to apply that knowledge to solve a problem. One way in which schemas can be acquired is through analogical comparison (Gick & Holyoak, 1983). Analogical comparison operates through aligning and mapping two example problem representations to one another and then extracting their commonalities (Gentner, 1983; Gick & Holyoak, 1983; Hummel & Holyoak, 2003). Research on analogy and schema learning has shown that the acquisition of schematic knowledge promotes flexible transfer to novel problems. For example, Gick and Holyoak (1983) found that transfer of a solution procedure was greater when participants’ schemas contained more relevant structural features. Analogical comparison has also been shown to improve learning even when both examples are not initially well understood (Kurtz, Miao, & Gentner, 2001; Gentner Lowenstein, & Thompson, 2003). By comparing the commonalities between two examples, students could focus on the causal structure and improve their learning about the concept. Kurtz et al. (2001) showed that students who were learning about the concept of heat transfer learned more when comparing examples than when studying each example separately. In an ongoing project in the Physics LearnLab by Nokes & VanLehn, (2008) students learned to solve problems on rotational kinematics in one of the three conditions: read worked examples, self-explain worked examples, and engage in analogical comparison of worked examples. Preliminary results showed that the groups that self-explained and engaged in analogical comparison outperformed the read-only control on the far transfer tests. Our current project builds upon these results by applying them in a collaborative setting. In summary, prior work has shown that analogical comparison can facilitate schema abstraction and transfer of that knowledge to new problems. However, this work has not examined whether analogical scaffolding can lead to effective collaboration. The current work examines how analogical comparison may help students collaborate effectively.

Research Questions

  • How can analogical comparison help students collaborate effectively?
  • Can analogical comparison facilitate but also other learning mechanisms such as explanation, co-construction, and error-correction during collaboration?

Independent Variables

The only independent variable was Experimental Condition. There were three conditions: Compare, Non-compare, and Problem-solving.

  • Compare Condition: Participants in this condition first read through and explained two worked examples. The worked examples did not have explanations for the solution steps and students were encouraged to generate the explanations and justifications for each step of the problem. They then performed the analogical comparison task, in which they were told that their task was to explicitly compare each part of the solution procedure to one another noting the similarities and differences between the two (e.g., goals, concepts, and solution procedures). Prompts in the form of questions to guide them through this process were provided. After a fixed amount of time, they were given the model answers to the questions and asked to check them against their own answers.
  • Non-Compare Condition: Participants in this condition first read through a worked-out example. Similar to the non-compare condition, they were not given the explanations of the steps, and generated the explanations while working collaboratively. After reading through and explaining the first example they answered questions designed to act as prompts for the students to explain the worked example. These prompts were equivalent to the comparison prompts however they were only focused on a single problem (e.g., “what is the goal of this problem”). After a fixed amount of time, they were given the model answers to the questions and asked to check them against their own answers. They were then given a second worked example isomorphic to the first one. Again, students studied the example and generated explanations. They then answered questions based on the second worked example. After a fixed amount of time, they were provided answers to those questions.
  • Problem-Solving Condition: The problem-solving condition served as a control condition and collaborated to solve problems without any scaffolding. Students in This condition received the same worked examples as the two experimental groups, but without any prompts to guide them through the problem-solving process. They were given additional problems for practice, to equate the time on task with the other two conditions.

The following hypotheses are tested in the experiment:

1. Analogical scaffolding will serve as a script to enhance learning via collaboration, therefore students in the compare condition will outperform students in the other two conditions. Students in the compare and non-compare conditions will both outperform students in the control condition.

2. Students learning gains will differ by the kinds of learning processes they engaged in. Specifically, students engaging in self-explaining, other-directed explaining, and co-construction will show differential learning gains. This is an exploratory hypothesis and will be tested by undertaking a fine-grained analysis of verbal protocols generated by students as they solve problems collaboratively.

Dependent Variables

  • Normal post-test: Near transfer, immediate: After training, students were given a post-test that assessed their learning on various measures. Specifically, 5 kinds of questions were included in the post-test.
  • Robust learning
    • Long-term retention: On the student’s regular mid-term exam, one problem was similar to the training. Since this exam occurred a week after the training, and the training took place in just under 2 hours, the student’s performance on this problem is considered a test of long-term retention.
    • Near and far transfer: After training, students did their regular homework problems using Andes. Students did them whenever they wanted, but most completed them just before the exam.
    • Accelerated future learning: The training was on rotational kinematics, and it was followed in the course by a unit on rotational dynamics. Log data from the rotational dynamics homework will be analyzed as a measure of acceleration of future learning.

Learning Results

During learning, students in all three conditions studied worked examples and solved isomorphic problems. The answers to compare questions and sequential questions were scored for students in those conditions. Students were given one point for every correct concept they mentioned while answering the analogical comparison questions in the compare condition or questions directed at studying individual examples in the sequential condition.

The sequential group answered a significantly higher percentage of questions (M = 70.28%, SE = 5%) correctly over the compare group (M = 50.66%, SE = 6%); F (1,22)= 5.60, p < 0.05. Next, we looked at the isomorphic problems students solved during learning. On the first isomorphic problem, the three conditions were not significantly different; F (2,33) = 0.88, ns. On the second isomorphic problem, the three conditions were marginally different; F (2,33) = 2.60, p < 0.1 and the effect was in a direction favoring the sequential group over the compare and the problem solving groups. High variation was observed in performance on the learning tasks, suggesting the possibility that individual differences would interact with learning outcomes. We are interested in testing the effectiveness of our intervention on test performance for when testing was successful. Therefore, we selected the best learners from each group by conducting a median split based on the learning scores (i.e., average scores on isomorphic problems from the learning phase). This was based on the assumption that there are some qualitative differences between learners who show high learning and those who show low learning during the learning intervention. This left us with six pairs in each group (high / low split for each condition).

Test Results

The test phase was administered individually; therefore all scores reported below are means of scores for individual students.The test phase was divided into three sections: multiple-choice, problem solving, and open-ended questions.

  • Multiple-Choice Test. Overall, all three conditions performed poorly on the multiple-choice questions. The overall mean was 3.82 (SE = 0.23) out of a total of ten points. There were no significant difference between conditions, F (2,69) = 0.05, ns. Therefore, we shall focus only on the performance of High learners. Item analysis of the multiple choice questions shows that the high learners in the compare condition performed significantly better than the high learners in the sequential and problem solving conditions on five questions. An ANOVA showed a significant difference between the three conditions, in a direction favoring the compare condition, F (2,33) = 3.86, p < 0.05 (See Fig. 1 for means and standard errors). Consistent with our predictions this result shows more conceptual learning for the compare condition than the sequential and problem solving conditions. Contrasts revealed that the compare group was significantly different from the sequential group t (1,33) = 2.56, p < 0.05 and problem-solving group; t (1,33) = 2.22, p < 0.05 but the sequential and problem-solving groups were not significantly different; t (1,33) = -0.34, ns.
  • Problem Solving Test. The problem-solving test consisted of two questions, one of which was isomorphic to one of the problems the students had encountered in the learning intervention, but had different surface features. The other problem had extraneous values, which required students to determine which of the values were critical to solving the problem before they plugged in the numbers. We conducted a mixed model repeated measures ANOVA with problem-type as the within subject factor, and condition as the between-subject factor. There was a significant interaction problem-type X condition interaction (F (2,33)=3.37, p < 0.05). (See Fig. 2) Specifically, the students in the compare condition and sequential conditions performed better on the extraneous information problems than on the isomorphic problems, whereas students in the problem solving condition performed better on the isomorphic problem than they did on the extraneous information problem.
  • Open-Ended Questions Test. The first question in this test consisted of two problems for which students had to determine whether the answer was correct or wrong and provide an explanation for the same. The second question consisted of two problems for which students had to calculate an answer and provide an explanation. Chi square tests revealed no difference between conditions on either question. All χ2s (2, N = 36) <4.8, ns.

Further Information

Annotated Bibliography

  • Accepted as a poster presentation to CogSci 2009, Amsterdam.
  • Presentation to the PSLC Industrial Affiliates, February, 2009
  • Presentation to the PSLC Advisory Board, January, 2009
  • Poster to be presented at the Second Annual Inter-Science of Learning Center Student and Post-Doc Conference (iSLC, '09) at Seattle, WA, February 2009

  • Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55-81.
  • Chen, Z. (1999). Schema induction in children’s analogical problem solving. Journal of Educational Psychology, 91, 703-715.
  • Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121-152.
  • Chi, M. T. H., Roy, M., Hausmann, R. G. M. (2008). Observing Tutorial Dialogues Collaboratively: Insights About Human Tutoring Effectiveness From Vicarious Learning. Cognitive Science, 32, 301-341.
  • Cooke, N., Salas, E., Cannon-Bowers, J.A., Stout, R. (2000). Measuring team knowledge. Human Factors 42, 151-173.
  • Cummins, D. D. (1992). Role of analogical reasoning in the induction of problem categories. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 1103-1124.
  • Dunbar, K. (1999). The Scientist InVivo: How scientists think and reason in the laboratory. In Magnani, L., Nersessian, N., & Thagard, P. Model-based reasoning in scientific discovery. Plenum Press.
  • Dunbar, K. (2001). The analogical paradox: Why analogy is so easy in naturalistic settings, yet so difficult in the psychology laboratory. In D. Gentner, Holyoak, K.J., & Kokinov, B. Analogy: Perspectives from Cognitive Science. MIT press.
  • Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95, 393-408.
  • Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1-38.
  • Hausmann, R. G. M., Chi, M. T. H. & Roy, M. (2004). Learning from collaborative problem solving: An analysis of three dialogue patterns. In the Twenty-sixth Cognitive Science Proceedings.
  • Hummel, J. E., & Holyoak, K. J. (2003). A symbolic-connectionist theory of relational inference and generalization. Psychological Review, 110, 220-264.
  • Kurtz, K. J., Miao, C. H., & Gentner, D. (2001). Learning by analogical bootstrapping. Journal of the Learning Sciences, 10, 417-446.
  • Larkin, J., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Expert and novice performance in solving physics problems. Science, 208, 1335-1342.
  • Lin, X. (2001). Designing metacognitive activities. Educational Technology Research & Development, 49, 1042-1629.
  • McLaren, B., Walker, E., Koedinger, K., Rummel, N., & Spada, H. (2005). Improving algebra learning and collaboration through collaborative extensions to the algebra tutor. Conference on computer supported collaborative learning.
  • Nokes, T. J. & VanLehn, K. (2008). Bridging principles and examples through analogy and explanation. In the Proceedings of the 8th International Conference of the Learning Sciences. Mahwah, Erlbaum.
  • Novick, L. R., & Holyoak, K. J. (1991). Mathematical problem solving by analogy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 3, 398-415.
  • Ohlsson, S. (1996). Learning from performance errors. Psychological Review, 103, 241-262.
  • Paas, F. G. W. C., & Van Merrienboer, J. J. G. (1994). Variability of worked examples and transfer of geometrical problem solving skills: A cognitive-load approach. Journal of Educational Psychology, 86, 122-133.
  • Palincsar, A. S., & Brown, A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction, 1, 117-175.
  • Schwarz, B. B., Neuman, Y., & Biezuner, S. (2000). Two Wrongs May Make a Right ... If They Argue Together! Cognition & Instruction, 18, 461-494.
  • Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7, 1-39.

This project shares features with the following research projects:

Future plans

Our future plans for January 2009 - August 2009:

  • Code collaborative transcripts for different learning processes
  • Conduct laboratory study


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References in periodicals archive ?
The black male's arena, by contrast, lies beyond the home.
339) In this modest proposal, it is suggested that one percent of each African American male's Social Security contributions--indeed, all participants of the Social Security Fund--could be allowed for individual investment in the markets from the beginning of their contribution to the Fund.
The most emphasized responses of participants regarding the male's role in a relationship with a female were that he should be loyal and committed and should have sex.
During mating, the female may twist around, bite off the male's head and eat it!
Each male's territory was mapped from three to five times during the breeding season, and more often if territory takeovers were observed.
When considering an adult male's production of a cultural artifact, then we should not rush to depth-psychological interpretation of his primordial bisexuality as it was managed by mother and father (as traditional Oedipal criticism has it) or to a chronicle of his "imaginary" identifications (as some current Lacanian criticism has it).
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Technocrats touting ‘pseudo-science’ continue to prey on our emotions in pursuit of political agenda: This must stop

Masks, social distancing, contact tracing and other aspects of the ‘new normal’ have no scientific basis for ending coronavirus so why do governors, mayors and bureaucrats continue to push them?

By Patrick Wood at Technocracy News

Wood provides us with the definitive, factual and documented report on the top three tools being used by technocrats today to control human behavior — facemasks, social distancing and contact tracing.

Once upon a time, there was something called science. It included the discovery of truth about nature, the elements, the universe, etc. It was practiced by honest and accountable practitioners called scientists and engineers.

These scientists often invented cool new things as a result of their studies, but generally they had no primal urge to use their knowledge to dominate other people, groups or even entire societies.

Then certain other scientists and engineers rose up and made a discovery of their own. If true science was ever-so-slightly skewed and engineering disciplines were applied to society at large, then they could indeed use their “knowledge” to dominate and control other people, groups, entire societies or even, heaven forbid, the entire planet.

The first group pursued science. The second group pursued pseudo-science.

Merriam-Webster defines pseudo-science as “a system of theories, assumptions, and methods erroneously regarded as scientific.”  The Oxford dictionary clarifies by stating, “a collection of beliefs or practices mistakenly regarded as being based on scientific method.

Pseudo-science quickly emerged as the principal domain of Technocrats, but they soon found that scientific debate with those promoting real science was most inconvenient to their social engineering goals. The solution was simple: claim that their own pseudo-science was indeed the real science, and then refuse debate by excluding all other voices to the contrary.

In the context of pseudo-science, this report will examine the three primary tools of fighting COVID-19: face masks, social distancing and contact tracing.

Face masks

The Occupational Safety and Health Administration (OSHA) website plainly states that cloth face masks “Will not protect the wearer against airborne transmissible infectious agents due to loose fit and lack of seal or inadequate filtration.”

But, what about surgical masks? OHSA is clear here also that they “will not protect the wearer against airborne transmissible infectious agents due to loose fit and lack of seal or inadequate filtration.”

But then right under these statements, OSHA furiously backpedaled by adding an FAQ section on COVID-19 directly underneath and stated,

OSHA generally recommends that employers encourage workers to wear face coverings at work. Face coverings are intended to prevent wearers who have Coronavirus Disease 2019 (COVID-19) without knowing it (i.e., those who are asymptomatic or pre-symptomatic) from spreading potentially infectious respiratory droplets to others. This is known as source control.

Consistent with the Centers for Disease Control and Prevention (CDC) recommendation for all people to wear cloth face coverings when in public and around other people, wearing cloth face coverings, if appropriate for the work environment and job tasks, conserves other types of personal protective equipment (PPE), such as surgical masks, for healthcare settings where such equipment is needed most.

So, wearing a face mask cannot protect you from getting COVID, but it is supposedly able to keep someone else from getting it from you? OSHA is speaking out of both sides of its mouth. What it calls “source control” likely puts the real motive out in the open: since you are the source, it’s about controlling YOU. There is no true scientific rationale for anyone but the sick and medical workers to wear masks.

The truly healthy have no business wearing a mask, period.

But, what about asymptomatic carriers?

On June 8, 2020, Maria Van Herkhove, PhD., head of the World Health Organization’s emerging diseases and zoonosis unit released a compilation of a number of contact tracing programs from various nations and plainly stated “From the data we have, it still seems to be very rare that an asymptomatic person actually transmits onward to a secondary individual.”

This writer hates to think what happened to Dr. Herkhove overnight at the hands of her WHO handlers, because the next day she also furiously backpedaled and stated “I used the phrase ‘very rare,’ and I think that that’s misunderstanding to state that asymptomatic transmission globally is very rare. I was referring to a small subset of studies.”

It is clear that Dr. Herkhove’s first statement that naively repeated the clear facts of the matter did not follow the WHO’s justification for non-infectious people to wear masks. In fact, the entire mask wearing narrative hangs on the single pseudo-scientific idea that asymptomatic people can spread the virus.

In a recent Technocracy News article authored by highly-respected neurosurgeon Dr. Russell Blaylock, MD titled Face Masks Pose Serious Risks To The Healthy, he concluded, “there is insufficient evidence that wearing a mask of any kind can have a significant impact in preventing the spread of this virus.” (Blaylock represents real science.)

Nevertheless, in the face of clear evidence of the worthlessness of face masks for preventing disease,

  • States and municipalities are mandating that face masks be worn by all citizens when outside their home
  • Large and small companies are forcing their employees to wear masks
  • People at large are scared to death to not wear a face mask for fear of getting sick or being mask-shamed by others if they take it off.

Breath Is Vital To Life

Many people believe that face masks lower the percentage of oxygen available for inhaling because you rebreathe much of your exhausted breath. However,  a face mask itself does not retain a significant amount of your exhaled breath since most of it is exhaled through the mask into the open atmosphere. Furthermore, when you inhale, most of the air delivered to your lungs comes from outside the mask.

The real science is much more complicated than the amount of residual air contained within a face mask.

The real problem with breathing through a mask is that the lungs and chest muscles must exert a lot of extra energy to inhale and exhale. In other words, you must work harder to breathe the same amount of fresh air that you would normally breathe without a mask.

For this reason, those who already have impaired lung functions, minor as they may be, should never wear a mask unless it is for a specific purpose for a very short period of time. The older you are, especially those over 70, lung capacity and muscle strength decline rapidly.

This writer has already encountered several retail store employees, forced by their employers to wear a face mask during work hours, who exhibit symptoms like headache, shortness of breath or dizziness. When asked if they relate their symptoms to wearing the mask, every single one has emphatically said “Yes!”.

Workers with the most physically demanding jobs are the most likely to exhibit these kind of symptoms. Other considerations are age, any preexisting conditions of the lungs (like pleurisy, COPD, chronic bronchitis, pneumonia, etc.) or chest muscles and factors like poor physical condition and obesity. Actually, any debilitating health condition should be a red flag. In other words, those who are prone to get winded without a face mask will immediately be at a disadvantage when wearing a mask. The net effect is that the lungs receive less fresh air with vital oxygen even as the body is under more physical stress.

Every employer and government entity that mandates the wearing of face masks should be required to do two things: first, they should carefully consider each employee as an individual to determine their suitability for wearing a mask.  All factors mentioned above should be included, and in any case, no one should be required to wear a mask if it puts too much stress on their lungs.

Many state-level politicians are now mandating the wearing of face masks for all citizens in public places. They have fallen prey to pseudo-science and are now putting entire populations at risk for physical harm that has nothing to do with the COVID-19 virus.

In sum, lung strength, physical condition, age, pre-existing conditions, physical demands of the job, etc., should all be carefully considered by all. A blanket statement that all employees or all citizens should wear face masks it wholly inappropriate.

Social Distancing

Adding to the fear of contagion, people across the nation are driven to practice social distancing, or staying 6 feet apart at all times. This is practiced to excess in almost every commercial establishment with markers taped or painted on the floor and shopping isles converted into one-way travel only.

Yet, two real scientists at the University of Oxford in Britain, Professors Carl Heneghan and Tom Jefferson, wrote in The Telegraph (UK) recently that “the two-metre rule has no basis in science.” Their article was titled There is no scientific evidence to support the disastrous two-metre rule.

According to these scientists,

The influential Lancet review provided evidence from 172 studies in support of physical distancing of one metre or more. This might sound impressive, but all the studies were retrospective and suffer from biases that undermine the reliability of their findings. Recall bias arises in research when participants do not remember previous events accurately, and it is problematic when studies look back in time at how people behaved, including how closely they stood from others.

More concerning was that only five of the 172 studies reported specifically on Covid exposure and proximity with infection. These studies included a total of merely 477 patients, with just 26 actual cases of infection. In only one study was a specific distance measure reported: “came within six feet of the index patient”. The result showed no effect of distance on contracting Covid.

Heneghan and Jefferson further noted,

On further independent inspection of 15 studies included in the review, we found multiple inconsistencies in the datanumerical mistakes and unsound methods in 13 of them. When assumptions over distance were made, we could not replicate any of them.

This is the hallmark of modern pseudo-science: inconsistencies in the data, numerical mistakes, unsound methods and inability to replicate results.

What is the real purpose of social distancing? It certainly is not to curtail contagion. The only other possibility is to curtail economic activity and prevent social cohesion. Humans are social beings, after all, and lack of close proximity leads to depression, anxiety and even serious health consequences.

Contact Tracing

Contact tracing is an established practice in modern medicine. It is useful for the early stages of serious infectious diseases like Ebola, tuberculosis and sexually transmitted diseases like chlamydia.

Every credible expert on contact tracing says that it is effective only up to the point of mass distribution. In other words, during the early stages of a contagion or a slow moving or very serious disease.

In the case of COVID-19, the horse has already left the barn. Except to harass people, there is nothing useful that contact tracing can accomplish.

Yet, almost every state in America is implementing a wide-ranging contact tracing program that may ultimately employ some 300,000 tracers.

The Center for Disease Control website states that “Contact tracing will be conducted for close contacts (any individual within 6 feet of an infected person for at least 15 minutes) of laboratory-confirmed or probable COVID-19 patients.”

Furthermore, CDC complete definition of “close contact” is,

Someone who was within 6 feet of an infected person for at least 15 minutes starting from 2 days before illness onset (or, for asymptomatic patients, 2 days prior to specimen collection) until the time the patient is isolated.

If you are “exposed” to such a person, your personal information will be collected and you will be contacted by the “tracer” to be instructed to quarantine for up to two weeks. The infected person could have been mistaken about having contact with you. They could be someone who just wants to get you in trouble. If you live in Washington state, where all restaurants are now required to record the contact information of every patron, you might not have a clue who was infected, but you will be quarantined anyway.

Now, the CDC’s declaration of “6 feet” above takes us back to social distancing, where we just learned above that there is “no effect of distance on contracting COVID” in the first place.

Thus, find that contact tracing misses the mark on two main points: first, the virus is too widespread throughout the population to make tracing effective and second, the criteria of six feet for defining a “contact” is bogus.

So, why are governors, mayors and health departments ramping up for a nationwide exercise in obtrusive contact tracing? Again, pursuing a path of pseudo-science, the intended outcome is control over people.

The American public is being spoon-fed a steady diet of pseudo-science in order to justify the wearing of face masks, social distancing and contact tracing. Yet, the actual science points in the polar opposite direction.

Furthermore, those who try to present the real science are shamed, ridiculed and bullied for having such narrow-minded views.

This is a clear sign of Technocrats at work. Instead, these are the ones who should be exposed, shamed and ridiculed.

In sum, these dangerous and destructive policies are designed to curtail economic activity, break down social cohesion and control people. Moreover, they fit the original mission statement of Technocracy as far back as 1938:

Technocracy is the science of social engineering, the scientific operation of the entire social mechanism to produce and distribute goods and services to the entire population…

It is highly doubtful that most state and local leaders understand the lack of real and verified science behind their actions and mandates. Nevertheless, they are implementing policies that are destructive to our economic system, harmful to our personal health and ruinous to personal liberty.

This writer suggests that you print multiple copies of this report and deliver it to every political leader, every commercial establishment, all family and friends, etc.

This article was originally published at

Patrick Wood is editor of Technocracy News & Trends, and a leading and critical expert on Sustainable Development, Green Economy, Agenda 21, 2030 Agenda and historic Technocracy. He is the author of Technocracy: The Hard Road to World Order (2018)Technocracy Rising: The Trojan Horse of Global Transformation (2015) and co-author of Trilaterals Over Washington, Volumes I and II (1978-1980) with the late Professor Antony C. Sutton.

12 thoughts on “Technocrats touting ‘pseudo-science’ continue to prey on our emotions in pursuit of political agenda: This must stop”

  1. Stunning article which proves without doubt that there are ‘forces’ at work which are manipulating, dominating and controlling people and society for their own agenda. This goes way beyond Marxism to communism and the unbelievable drive to create a One World Government, a One World Economy, a One World currency and a One World Religion and what is horrifying is that people are completely blind to the way they are being manipulated, it is as though they have been completely deceived and the world of delusion in which they live does not exist except in their own minds. By the way manipulation, domination and control are all weapons of the enemy of our souls.

    Liked by 4 people

      1. I appreciate these articles that keep us informed about the enemy’s schemes to harm us. Julia’s comment was excellent too-I agree with her. However, when the day of ‘sudden destruction comes upon them’ (I Thessalonians 5:3), it will sure be a sad day for the schemers.

        Liked by 2 people

  2. Hi Leo
    My family just does not understand why I go out without A mask. I feel no obligation to try to convince them I am ok.
    Last week I had cataract surgery and had to wear “the mask” during and after the whole procedure. I felt like I was smothering!! Good thing they put me out!!
    Unfortunately when I woke up, I still had it on!
    Had to keep it on all the time in the hospital. I was not happy

    Sent from my iPhone

    Liked by 1 person

  3. Hello Leo,Another REALLY informative article. Thank you for your continued fight for freedom and reality.Sharon & Don Gricol Sent via the Samsung Galaxy S® 6, an AT&T 4G LTE smartphone

  4. Good article , unfortunately the hysterics in the most need to appreciate its content will most likely dismiss it as a conspiracy theory. As a former engineer myself, I’m deeply concerned about the exploitation and misconstruction of science to foist authoritarian agendas on the populace. The climate change doomsday narrative is another example where pseudoscience is passed off as holy writ and real scientists that question the dogma are ostracized. Very dangerous, but of course they couldn’t do it if the public at large was scientifically literate and capable of critical thinking

    Liked by 2 people

  5. Thank-you Leo Hohmann! Your sanity is refreshing! I’ve just been listening to you on the Janet Mefferd show! Thanks also to Patrick Wood! I’ve been a subscriber for several years!

    Liked by 1 person

  6. Great FACT-based article! Having been in a cult for almost 9 years – and brought out of it by the GRACE of GOD thru reading His Word – I know what it is to be brain-washed, mind-controlled and propagandized. This whole psuedo-pandemic sickens me because of the way so many have been negatively changed by the tidal wave of lies that has engulfed the planet. God speed Leo!

    1. Wow, I don’t know what cult you were involved with but I can so empathise, we sort of got sucked into NAR (New Apostolic Reformation) as we put our faith in Jesus in the mid 1970s and, rather like the frog, it took some time for us to realise the water was becoming too hot. (I have to add we moved a lot so did not always attend charismatic churches). We escaped four or five years ago now by the grace of God. A combination of the arrogance of the leadership of the last fellowship we were in, in Cyprus plus, finally the penny dropped with regard to God’s Word! The glorious thing about it all for you and me and my husband is we have seen the truth and please God we have become a tad immune. The secret is, as we are learning, is to know God’s Word through and through and know excellent teachers of His Word by recommendation.

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Piotr Krzymowski and Cédric Teisseire in conversation with Sylwia Serafinowicz, 15 March 2017

A conversation between Sylwia Serafinowicz and the exhibiting artists, Piotr Krzymowski and Cédric Teisseire on the occasion of hot, hot, hot at l’étrangère.

Attracted to the cinematography of the French New Wave and the graphic design and editorial culture of the 1950s and 60s, Piotr Krzymowski often references the aesthetic of the era. Through working with film, collage/decollage, print and paint, Krzymowski’s work often excavate redundant technology and archival sources that he takes as his starting point. Essentially a painter, Teisseire uses paint as a physical material to be manipulated, by pouring it, giving it in to gravity, chance and time. Those transformational processes focused on materiality, texture and surface are central to his practice. In his own words: The idea that one can take one thing for another greatly motivates my production and pushes my paintings on a field of interpretation beyond the sole field of abstraction; In the sense that I try to cross or confuse the organization.

Sylwia Serafinowicz is an independent curator and writer. She was previously Collections Curator at the Wrocław Contemporary Museum, and is a regular contributor to Artforum magazine. In 2015 she was awarded a PhD in art history at the Courtauld Institute of Art.


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• Urban Design
  • Housing
  • Commercial

Project Wyvern, Essex

This commission involved looking at development opportunities on six strategically located sites within Rochford town centre. As a Housing and Public Sector Land Project, the brief was to provide an overall vision for the long term regeneration and development of the town through producing various options for the infill sites.

Our proposals will positively impact on their immediate surroundings by investing in the public realm and key connections to create a permeable and well connected town centre. We have therefore looked at the sites and their development potential individually, but also given thought to how they would fit into their wider context and enable further investment in Rochford.

The development options and proposed typologies were tested through market research and financial modelling. We subsequently advised the Council on quantum, phasing and nature of non-residential uses proposed on the primary sites.

Project Details:

A wider regeneration plan that considers long term development options for Rochford town centre.

Client: Essex Housing, Rochford District Council and Essex County Council

Construction Value: TBC

Completion: TBC

Location: Essex


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Where to Stay

Dunham Farms

Address & Contact

5836 Islands Hwy
Midway, GA 31320
Get Directions · Visit Website
Phone: (912) 880-4500
Price Range: $$$ (out of $$$)

Lodging Details

  • Number of rooms: 9
  • Allows meetings: Yes
  • Complimentary breakfast: Yes
  • Has a pool: No
  • Complimentary breakfast: Yes

Dunham Farms is a family-owned and operated hideaway a short drive from Savannah, Georgia. This pristine part of the vanishing Georgia coast offers sweeping river views, mysterious wetlands and moss-draped ancient oaks.

With luxurious country lodging and gourmet dining, Dunham Farms appeals to those who enjoy a quiet, secluded and beautiful break from the rest of the world. Overnight guests are nestled in the middle of 6,000 private acres of forests, marshes and fields.

At the heart of Dunham Farms is a 30-acre estate with sweeping lawns, oak groves, expansive marsh views, and historic gardens. Nearby Melon Bluff Nature and Heritage Reserve features a 2,300-acre landscape of woods, marshes and river that provides miles of private trails abounding with wildlife.

-Information courtesy of Dunham Farms

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In Liberty County, we like to say we have The Right Blend for everyone. Whether you’re visiting us for a weekend, looking to plant some roots, or working on your business dream, Liberty welcomes you with open arms and endless possibilities.

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ART 103 -- Design (Spring 2015): Resources in Art

ART 103

Zouave, Half-Figure
Vincent Van Gogh,Zouave, Half-Figure, Arles: July 31 - August 6, 1888, Guggenheim Museum

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Welcome to the Art 103 LibGuide!
This LibGuide is a handy place to start your research and a good place to visit to keep up with library changes.

Use the tabs above to find journal articles, ebooks, print books, websites, and other resources.  We welcome your comments and suggestions for this guide!

Online Art Reference

Critical Terms for Art History Critical Terms for Art History - Robert S. Nelson (Editor); Richard Shiff (Editor)
Essays cover a wide variety of "loaded" terms in the history of art, from sign to meaning, ritual to commodity. Each essay explains and comments on a single term, discussing the issues the term raises and putting the term into practice as an interpretive framework for a specific work of art.
Bloomsbury Guide to Art
Bloomsbury Guide to Art - Shearer West
Entries on: individual artists; art, architecture and design terminology; countries and their cultural significance; theoretical concepts; and mythological and religious subjects and symbols.
Encyclopedia of Post-Modernism

Encyclopedia of Postmodernism - Victor E. Taylor (Editor); Charles E. Winquist (Editor)
Coverage of academic disciplines, critical terms and central figures relating to the vast field of postmodern studies, including contemporary cultural, historical, literary and philosophical issues.
Thames and Hudson Dictionary of Art Terms
Thames and Hudson Dictionary of Art Terms - Edward Lucie-Smith
Covers painting, sculpture, architecture, photography, the decorative, applied and graphic arts from all periods throughout the world up to the present day: there is a table of the dynasties of Ancient Greece, Ancient Egypt, China, India and Japan.
The Thames and Hudson Dictionary of Art and Artists

The Thames and Hudson Dictionary of Art and Artists - Herbert Read; Nikos Stangos

A cross-referenced dictionary with coverage on artists, paintings, sculptures, drawings, prints, schools and movements, including essential information on contemporary art and artists and on techniques, materials, terms, and writers who have influenced artists.

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Author Sun, Rivera, author.

Title The dandelion insurrection : love and revolution / by Rivera Sun.

Publication Info. El Prado, NM : Rising Sun Press Works, [2013]
Location Call No. Status
 95th Street Adult Fiction  F SUN    AVAILABLE
QR Code
Description 360 pages ; 22 cm
Summary In a time that looms around the corner of today, under a gathering storm of tyranny, Zadie Byrd Gray whirls into the life of small town reporter Charlie Rider and asks him to become the voice of the Dandelion Insurrection. With the rallying cry of life, liberty, and love, Zadie and Charlie fly across America leaving a wake of revolution in their path. Passion erupts. Danger abounds. The lives of millions hang by a thin thread of courage. Betrayal and intrigue abound, but in the midst of the madness, the golden soul of humanity blossoms . . . and miracles start to unfold! Author Rivera Sun creates mythic characters from everyday people. She infuses the story of our times with practical solutions and visionary perspectives, drawing the reader into a world both terrifying and inspiring . . . a world that could be our own!
Subject Revolutions -- Fiction.
Politics and government. (OCoLC)fst01919741
Revolutions. (OCoLC)fst01096737
United States -- Politics and government -- Fiction.
Genre Fiction. (OCoLC)fst01423787
ISBN 9780984813254 (softcover)
098481325X (softcover)
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Cover image for In Pursuit of Liberalism International Institutions in Postcommunist Europe
In Pursuit of Liberalism International Institutions in Postcommunist Europe
Epstein, Rachel A., 1970-
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Publication Information:
Baltimore, Md. : Johns Hopkins University Press, 2008. (Baltimore, Md. : Project MUSE, 2015)
Physical Description:
1 online resource (xiv, 267 p. )
Book collections on Project MUSE.
Cultivating consensus: international institutions and a liberal worldview -- Institutionalizing Central Bank independence -- Internationalizing bank ownership -- Democratizing civil-military relations -- Denationalizing defense planning and foreign policy.
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eBook ER188224 JN96 .A58 E67 2008 Electronic Resources

On Order

Though the fall of the Soviet Union opened the way for states in central and eastern Europe to join the world of market-oriented Western democracies, the expected transitions have not been as easy, common, or smooth as sometimes perceived. Rachel A. Epstein investigates how liberal ideas and practices are embedded in transitioning societies and finds that success or failure depends largely on creating a social context in which incentives held out by international institutions are viewed as symbols of an emerging Western identity in the affected country.

Epstein first explains how a liberal worldview and institutions like the European Union, World Bank, the International Monetary Fund, and the North Atlantic Treaty Organization go hand-in-hand and why Western nations assume that a broad and incremental program of incentives to join will encourage formerly authoritarian states to reform their political and economic systems. Using Hungary, Poland, Romania, and the Ukraine as case studies, she demonstrates the limits of conditionality in the face of national social perceptions and elucidates the three key points around which a consensus within the state must emerge before international institutions can expect liberalization: domestic officials must be uncertain about how changing policies will affect their interests; the status of international and domestic institutions must not be in jeopardy; and the proposed polices must seem credible. In making her case, Epstein cleverly bridges the gap between the rationalist and constructivist schools of thought.

Offering new data on and fresh interpretations of reforming central bank policies, privatizing banks with foreign capital, democratizing civil-military relations, and denationalizing defense policy, In Pursuit of Liberalism extends well beyond the scope of previous book-length studies.


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Vote 2020 graphic
Everything you need to know about and expect during
the most important election of our lifetimes

What's Coming to Prime Video in May 2020

Illustration for article titled Whats Coming to Prime Video in May 2020

We’re just a few days away from May 1, which means we’re just a few days away from a bunch of new content appearing on Amazon’s Prime Video.

A pretty substantial number of films arrive on Prime Video at the beginning of the month, including a raft of classic kung-fu and karate films. 10 Fingers of Steel (1973), Five Fingers of Steel (which arrived 9 years later in 1982 but isn’t a sequel), Green Dragon Inn (1977) and Best of Shaolin Kung-Fu (1977) all arrive on the platform on May 1.

Revisit the rise and fall of one the buzziest shows of the early aughts when seasons 1-5 of Alias arrive on Prime Video on May 11, and catch the over-the-top grandeur of Elton John’s life story when the Academy Award-winning Rocketman arrives on the streaming service on May 22. The literary minded can continue to debate the merits of the big screen adaptation of Donna Tartt’s The Goldfinch when the critically lambasted film debuts on May 8.

Curious what else the month has in store? Here’s the full rundown of everything that’s coming to Prime Video in May 2020.

May 1

10 Fingers of Steel (1973)

A Cadaver Christmas (2011)

Assassination Tango (2003)

Best of Shaolin Kung Fu (1977)

Who Saw Her Die? (1980)

Crooked Hearts (1991)

Escape From Alcatraz (1979)

Eurocrime! The Italian Cop And Gangster Films That Ruled The ’70s (2014)

Fearless Young Boxer (1979)

Five Fingers of Steel (1982)

Friday The 13th Part III (1982)

Friday the 13th Part IV: The Final Chapter (1982)

Gloria (2014)

Green Dragon Inn (1977)

House Of D (2005)

Torso (1973)

I Hate Tom Petty (2013)

Indie Film Artists: The DMV Truth (2016)

Inferno (1980)

Night Train Murders (1975)

Seven Deaths In The Cat’s Eye (1973)

The Blood Spattered Bride (1972)

Lakeboat (2000)

Daughters of Darkness (1971)

Pathology (2008)

Race For Your Life, Charlie Brown (1977)

Shaolin Kung Fu Mystagouge (1977)

Some Kind Of Hero (1982)

Sprung (1997)

The Final Countdown (1980)

The Whistle Blower (1987)

Walking Tall (1973)

Upload: Season 1 – Amazon Original series

A House Divided: Season 1 (Urban Movie Channel)

African Hunters: Season 1 (Smithsonian Channel Plus)

Bonanza: Season 1 (Best Western Ever)

Born to Explore: Season 1 (PBS Living)

Boss: Season 1 (Starz)

Engine Masters: Season 1 (MotorTrend)

Good Karma Hospital: Season 1 (Acorn TV)

In The Cut: Season 1 (Brown Sugar)

Inspector Lewis: Season 1 (PBS Masterpiece)

Pinkalicious: Season 1 (PBS Kids)

Rosehaven: Season 1 (Sundance Now)

Seaside Hotel: Season 1 (PBS Masterpiece)

The Lucy Show: Season 1 (Best TV Ever)

May 3

The Durrells: Season 4

May 7

The Hustle (2019)

May 8

The Goldfinch – Amazon Original movie (2020)

Shubh Mangal Zyada Savdhan (2017)

Jimmy O. Yang: Good Deal – Amazon Original special

May 10

Jack And Jill (2011)

May 11

Alias: Seasons 1-5

May 15

Seberg – Amazon Original movie (2020)

The Last Narc: Season 1 – Amazon Original series

May 17

Poldark: Season 5

May 19

Like Crazy (2011)

Trial By Fire (2019)

May 22

Rocketman (2019)

Homecoming: Season 2 – Amazon Original series

May 23

Come To Daddy (2020)

May 25

The Tracker (2019)

May 29

The Vast Of Night – Amazon Original movie (2020)

Emily is a tech, travel, and alcohol reporter based in San Francisco. She is also the author of the book "Productivity Hacks: 500+ Easy Ways to Accomplish More at Work--That Actually Work!"

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I honestly liked Alias but the Rambaldi sub-story killed it.

Ian Flemming’s 007 meets the first TombRaider’s storyline.

It’s good......but by the end you will either want them to own it or disown it.


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Using Maritime Boundaries as offshore location service (Jan De Nul Group) | Lifewatch regional portal

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Using Maritime Boundaries as offshore location service (Jan De Nul Group)

Jan De Nul Group is a global player in dredging and marine works. They are using a cluster of services to determine if the position of a ship is within a country's sovereign territorial seas. One of these services is Marine Regions’ Maritime Boundaries.

Keywords: Jan De Nul Group, Tax rates, Maritime Boundaries, Territorial Seas

"We need to determine if a ship is positioned within international waters. For this, we use Marine Regions services together with services from other providers."

Jan De Nul Group

Jan De Nul Group is the current market leader in dredging and marine works as well as a specialised provider of services for the offshore market of oil, gas and renewables. The Group is also a major player in civil engineering, environmental and brownfield development projects

The aim is to determine in which jurisdictional sea area a vessel is located. The United Nations Convention on the Law of the Seas (UNCLOS, 1982) defines several jurisdictional sea areas, such as the territorial seas, contiguous zones and exclusive economic zones. A coastal state has varying levels of sovereignty in these areas. In the territorial seas, for example, a coastal state has full sovereignty. These territorial seas stretch up to 12 nautical miles from the state’s coastline. The different jurisdictional regimes impact the vessels operating there in several ways, so it is crucial to know where they are situated relative to these maritime boundaries.

An example of this can be found in recent Dutch and Belgian legislation. This legislation establishes that vessels can only be considered as ‘sea-going’ when they are being used outside of the territorial seas for at least 70%. Whether or not a vessel is defined as ‘sea-going’ has implications for its tax rate.

Marine Regions provides global maps of the UNCLOS sea areas, among which the territorial seas. They can be downloaded freely from the Marine Regions website, but can also be accessed through web services (e.g. OGC WMS/WFS). By using these web services, the user is assured that he is using the latest version of these products, as they are updated regularly.

The Marine Regions layers can then be used as input to determine in which sea area a vessel is located, what legislation applies to the vessel in that particular area, and in the case of the Dutch/Belgian tax regulation, what tax rate is used.

Used components of the LifeWatch Infrastructure

MarineRegions’ Maritime Boundaries (Territorial Seas)

The purpose of Marine Regions is to create a standard, relational list of geographic names coupled with information and maps of the geographic location of these features. This improves access and clarity of the different geographic, marine names and allows an improved linking of these locations to databases to integrate biodiversity data, for example. Marine Regions is also providing the world’s EEZ boundaries. In the past decade the number of users has increased from a few hundred to more than one hundred thousand unique visitors per year. The Marine Region’s Maritime Boundaries and its unique identifier have become a standard for many users from academia, industry, and civil society. Today, the Maritime Boundaries dataset is used in various ways such as a geographic backbone for the World Register of Marine Species, as a geo-unit to calculate fishing activities, or as an assessment unit for the health of our ocean.

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