Despite what people may believe, there are really only two worldviews that exist: one with God and one without God. Here are some helpful definitions of terms explaining the difference between the two. Defining words is always entirely helpful and these can really help make it easier to get at truth when you speak with someone who does not share your worldview.
Worldview – the overall perspective from which one sees and interprets the world; a collection of beliefs about life and the universe held by an individual or a group
<>< THE CREATION WORLDVIEW
The consistent biblical creationist is one whose worldview is based on the Bible; this is his or her ultimate standard. As such, the creationist believes that an all-powerful [Mat 19:26], all-knowing [Col 2:3], triune [Isa 45:5; John 8:18] God created the universe in six ordinary days [Exo 20:11] thousands, not billions, of years ago (based on genealogies such as Genesis 5:4-32). Today, God upholds the universe by His sustaining power [Heb 1:3] in a logical and consistent way that we call the “laws of nature” or “laws of science” [Jer 33:25]. The method by which God created the universe is not the same method by which He sustains it; God ended His work of creation by the seventh day [Gen 2:2]. The world was a paradise when it was first created [Gen 1:31; Deu 32:4]. The first man (Adam) was given charge over all creation [Gen 1:28, 2:15]. Adam rebelled against the Lord [Gen 3:6]. As a result, God cursed His creation [Gen 3:14-19], which is why we now have death and suffering in the world [Rom 5:12, 8:21-22]. Since all humans today are descended from Adam [Acts 17:26], we all have a sin nature, and we too rebel against God – disobeying His commandments. Like Adam, we deserve death and eternal separation from God. In Christian theology, this is why God became a man [John 1:1, 14] and died on a cross. Jesus took our place as an act of mercy and has offered forgiveness for all who receive Him as Lord [Rom 10:9-10]. God had created the original animals and plants “after their kind” [Gen 1:11, 21, 25], indicating that there are discrete barriers between basic animal and plant kinds, but that there can be variation within. The animals and plants we observe today are all variations of the original kinds (though some kinds have gone extinct). Natural selection happens … animals and plants can adapt somewhat to their environment. However, the processes involved never increase the information in the DNA and thus never result in a new kind of organism. God once flooded the entire earth in response to man’s wickedness [Gen 5:5-7, 17] but spared a few people in response to Noah’s obedience [Gen 5:9, 18] and preserved them and the animal kinds by an ark [Gen 6:19]. Creationists believe that most of the fossils found on earth today are a result of this global Flood. This is only a very brief summary of the creationist position. For those unfamiliar with the above concepts, I highly recommend The New Answers Book (volume 1 and 2).
Biblical Creation – the supernatural events, occurring over 6 approximately 24-hour days, described in Genesis 1 and 2, by which God caused the formation of the heaven and earth and everything in them
Created Kind (baramin) – the original organisms (and their descendants) created supernaturally by God as described in Genesis 1; these organisms reproduce only their own kind within the limits of preprogrammed information, but with great variation
Catastrophism – the doctrine that changes in the geologic record are a result of physical processes operating at rates that are dramatically higher than are observed today
Catastrophic Model of Plate Tectonics – based on rapid movement of the plates associated with Noah’s flood
Operational (observational) Science – a systematic approach to understanding that uses observable, testable, repeatable and falsifiable experimentation to understand how nature commonly behaves
Operational Theory – an explanation of a set of facts based on a broad set of repeatable and testable observations that is generally accepted within a group of scientists
Anthropic Principle – life in our universe requires physical constants, laws and properties that fall within certain narrow ranges; the universe appears designed to support life
<,>,< THE EVOLUTION WORLDVIEW
Unfortunately, there is no single “evolution worldview” to summarize. Different evolutionists hold to slightly different worldviews. However, those worldviews all have certain features in common and are all rationally defective, as we will see. Here is a summary of what seems to be the most common position. Evolutionists reject the straightforward record of Genesis. The ultimate standard for an evolutionist varies from person to person. Their ultimate standard is often either naturalism (the belief that nature is all that there is) or empiricism (the idea that all knowledge is gained from observations). As a result, evolutionists believe that the universe is billions of years old. It originated in a big bang – a rapid expansion of space, time and energy from a single infinitesimally small point. Energy cooled and became matter, which condensed into stars and galaxies. Stars made the heavier elements, some of which condensed to become planets. Our solar system in particular was formed about 4.5 billion years ago from a collapsing gas cloud. The stars, galaxies and planets are all the results of natural laws working over vast amounts of time. On earth, certain chemicals came together to form the first replicating cell. This cell reproduced others just like it, but occasionally a mutation (a copying mistake) produced a variation. Most of these variations are not as “fit” to their environment, resulting in the death of the organism, and thus the mutation is not passed on. However, some mutations end up benefiting the organism. Such “enhanced” organisms are more able to survive, and end up passing on the mutation to their offspring. In this way, organisms are said to gradually evolve, resulting in a tremendous variety of life forms we observe today. All life is the result of the laws of nature acting over time (“naturalism”). A god is not necessary for the process, though some evolutionists do believe in God, or atleast a god. According to evolutionists, there has not been a global Flood. Rather, the fossils were supposedly laid down over hundreds of millions of years of gradual processes. Evolutionists tend to hold to the philosophy of uniformitarianism (to varying degrees). This is the assumption that present rates and processes are representative of those that have happened in the past: “the present is the key to the past.” This is only a brief summary of a typical evolutionist’s position.
Evolution – all life on earth has come about through descent with modification from a single common ancestor
Darwinism – the Darwinian theory that species originate by descent, with variation, from parent forms, through the natural selection of those individuals best adapted for the reproductive success of their kind
Neo-darwinism – the theory of evolution as expounded by later students of Charles Darwin, esp. Weismann, holding that natural selection accounts for evolution and denying the inheritance of acquired characters; any modern theory of evolution holding that species evolve by natural selection acting on genetic variation
Phylogenetic Tree – diagrams that show the alleged evolutionary relationships between organisms
Uniformitarianism – the doctrine that present-day processes acting at similar rates as observed today account for the change evident in the geologic record
Uniformitarian Model of Plate Tectonics – based on the gradual movement of the plates over hundreds of millions of years
Historical (origins) Science – interpreting evidence from past events based on a presupposed philosophical point of view
Historical Theory – an explanation of past events based on the interpretation of evidence that is available in the present
Humanism – a belief in mankind as the measure of all things; based on relative truth and morality and rejecting any supernatural authority
Materialism – a belief claiming that physical matter is the only or fundamental reality and that all organisms, processes and phenomena can be explained as manifestations or interactions of matter
Naturalism – a belief denying that an event or object has a supernatural significance; specifically, the doctrine that scientific laws are adequate to account for all phenomena
Relativism – relativists believe that truth is “relative” – that it varies from person to person. Relativism includes the idea that there are no absolutes. A self-defeating idea: But the proposition that “there are no absolutes” is itself an absolute proposition. Relativists assert that it is absolutely true that truth is not absolute. This is a self-defeating philosophy. If relativism were absolutely true, it would lead to a consequence that it cannot be absolutely true. So, if it were true, it would be false; therefore it is false.
Empiricism – a belief that all knowledge is gained from observations. Some knowledge is gained through observation – this is perfectly consistent with Scripture. God made our senses to reliably probe the universe and so there is nothing wrong with empirical methods. A self-defeating idea: But the philosophy of empiricism goes much further than this. Empiricists believe that all knowledge is acquired by observation. Or to put it another way, observation is the ultimate standard by which all truth claims are tested. And that I do not believe. However, many evolutionists are empiricists. We must eventually ask the empiricist how he knows that “all knowledge is gained through observation.” Clearly this is not something that the empiricist has observed (since knowledge cannot be “seen”). So then how could anyone possibly know that empiricism itself is true, if all things are indeed known by observation? If empiricism is proved in some way other than through observation, then it refutes itself. If the empiricist’s ultimate standard did happen to be true, the empiricist could never actually know that it is true; he could never prove it. And if a person’s ultimate standard is uncertain, then all his other beliefs (which are based on that standard) are called into question. Empiricism destroys the possibility of actually knowing anything.
Spontaneous Generation – the false belief that life can arise from nonliving matter
~ APPLIES TO BOTH BIBLICAL CREATION & EVOLUTION
Presupposition – a belief that is accepted as true and is foundational to one’s worldview
Faith – belief in things that cannot be directly known or observed
Religion – a cause, principle or belief system held to with zeal and conviction
One of the most helpful and important things you can remember when talking with someone is that both God and human evolution lie outside the realm of science because both are beyond human observation and, therefore, cannot be proved by science.
- Definitions of the Creation worldview: A world with God
- Definitions of the evolution worldview: A world without God


There are total 13 letters in Frontogenesis, Starting with F and ending with S. In Frontogenesis F is 6th, R is 18th, O is 15th, N is 14th, T is 20th, G is 7th, E is 5th, S is 19th, I is 9th letters in Alphabet Series.
Total 1162 words created by multiple letters combination of Frontogenesis in English Dictionary.
Frontogenesis is a scrabble word? Yes (17 Points)
Frontogenesis has worth 17 Scrabble points. Each letter point as below.


Can Cats Have Eggs?
Eggs are good, eggs are bad. This food is something that humans go back and forth on whether or not they are healthy. Is the same true for cats?
Yes, cats can eat eggs if you know the risks and benefits. Which you can learn in the sections below
Can cats eat eggs raw?
Absolutely not! Just like humans, cats can contract salmonella or E. coli bacteria from consuming raw eggs, just like raw meat.
Symptoms of possible poisoning from these viruses vary but can include vomiting, diarrhea and lethargy. Sometimes, the poisoning can even be fatal.
In addition to the dangers of salmonella and E. coli, Catster warns that raw eggs contain a protein called avidin that interferes with the absorption of biotin, the vitamin your cat needs to maintain her healthy skin and shiny coat.
Is it OK for cats to eat cooked eggs?
Cooking eggs denatures this protein and also provides a dose of biotin.
Basically, all of the positives of cats eating eggs comes from them having fully cooked eggs.
Cooked eggs can be a great treat to add to your cat’s mealtime routine.
Are Eggs Good For Cats?
The protein in eggs is easy for cats to digest, and eggs are packed with amino acids that help maintain lean muscle.
While anything outside of meat and veggies is not considered “great” for cats, eggs do add some health benefits that most human food does not.
Like many other treats, such as coconut, eggs are great supplementary item for you cat. However, it should never replace the main component of your cats meal.
They need the meat and protein that is found in wet and dry cat food to give them the nutrients they need to survive and thrive.
Eggs alone simply cannot do that.
Vegetarian cats are not ideal situations. Sorry.
How Do I Prepare Eggs for My Cat?
In my opinion, there are only two ways that eggs can be prepared safely for cats. That is scrambled and hard-boiled.
Not only do both these methods allow eggs to be cooked thoroughly, but they allow for different textures.
Some cats may respond well to hard-boiled eggs, and not all at to scrambled eggs. And vice versa.
Each cat is different, but if you prepare eggs in a traditional scrambled or hard-boiled way, your cat’s safety will be better off.
Can You Give Your Cats Scrambled Eggs?
Scrambled Eggs are probably one of the safer ways for cats to consume eggs.
Not only does the prevent Salmonella and E.Coli, mentioned above, it is one of the ways eggs are fully cooked through.
With any situation, if you are going to be giving cats scrambled eggs you want to do it in moderation. I know a lot of people start out with small serving of eggs once a week.
If their cat enjoys the egg, they will slowly continue to add more each week until it gets to about a whole cooked egg once or twice a week.
Cats are still carnivores, so it is best that the majority of their food comes from meat.
If you are feeding your cat eggs for the first time, keep an eye on them for a day or two to see if they have an adverse reactions.
Can Cats Eat Egg Yolks?
Egg Yolks are tricky when it comes to our feline friend. Basically it comes to do portions and prepared.
Egg Yolks are filled with cholesterol and fatty acids. In small doses, it does not harm kittens. However, like humans, in large doses, it can cause heart issues with your cat.
Egg Yolks also need to be consumed cooked, as mentioned above.
Therefore, using a whole egg for scrambled eggs, or hard boiled eggs does not harm your kitten. It provides excellent nutrients that cats will benefit from.
So no sunny-side up eggs for your little kitty.
Can Cats Eat Eggshells?
According to PetMD, there is information that shows some health benefits to eggshells for cats. The main health benefit is in the form of calcium.
Egg Shells can be kept on while hard boiling eggs. You will just want to make sure all of the pieces are safe and edible for cats.
In addition, to avoid the potential of salmonella poisoning, make sure ALL of the egg is boiled first.
From there, you can crush them into small pieces (a coffee grinder is usually recommended) before sprinkling in your cat’s food.
When And Why Would Eggs Be Bad Or Unsafe For Cats And Kittens?
There are only two situations in which cats and eggs would not be a good idea.
The first is in large portions or trying to replace the typical meat of the cat’s diet with eggs.
Cats are natural carnivores and therefore their diet needs to consist of that.
The other situation is when cats are allergic to eggs. Cats have allergies just like humans. Sometimes, cats can be allergic to eggs.
The first time you give cats eggs, you want to check and make sure your cat doesn’t have any mild allergies to it.
Just like with babies, you want to watch your fur-baby whenever you introduce a new food
Final Verdict: Can Cats Have Eggs?
Eggs are safe for cats! They need to be fully-cooked and given in moderation.
Give your cats eggs slowly to make sure they not only like it, but don’t have any allergies to them.


NASA astronaut Dr. Peggy Whitson embarked on her third mission to the International Space Station (ISS) in mid-November. Peggy grew up on a farm in Iowa, and was an active 4-H member. In a recent video produced by NASA and shown on PBS American Graduate Day, Peggy talked about the importance of 4-H in her life and today in the lives of millions of youth; see the interview at https://www.youtube.com/watch?v=NYWk9v0jKYc .
Peggy has made NASA and space history during her career:
- With her third launch into space for the Expedition 50/51 ISS mission, Peggy
- became the oldest woman in space. She celebrated her 57th birthday aboard the ISS.
- became the first woman to command the ISS twice on April 9, 2017.
- she seized the record for most spacewalks by a female in March of 2017
- surpassed Jeff Williams’ record of 534 days, 2 hours and 48 minutes of cumulative time in space. When she returns to Earth, she’ll have spent more than 650 days in space
- In her first mission, Expedition 5/6 in 2002, she was named NASA’s first Science Officer.
- In her second mission in 2007-08, she became the first woman to command the ISS for Expedition 16.
- After returning from Expedition 16, she became the first woman appointed as chief of the NASA Astronaut Office.
- During her first two missions, Peggy performed six spacewalks, totaling 39 hours and 46 minutes.
While Peggy is in space, NASA and 4-H will release a series of learning activities about how NASA prepares crews to live together in space and how youth can develop these skills for their personal lives and future education and careers. The project will be announced in December 2016 and will become available online in monthly installments on the NASA and NIFA 4-H web sites during January – April 2017.


The consciousness of a crisis of university inclines towards its reformation. In the thinking about its revival it is necessary to take into account the archetypical idea behind university, traditions to date, contemporary conditions and visions of the future. It is also getting indispensable to take into consideration such values that ought to steer the development of university in the framework of global civilization. The tasks of university are as follows: 1) to conduct research in striving for truth in the conditions of autonomy and freedom, as well as responsibility for the present day and the future of man; 2) to educate students, which introduces them in the world of science and life, as well as teaches them to be responsible; 3) to practice public science which is present in debates undertaking to solve vital social problems. The academic community and its elites should defend the conception of university against the dictate of their political and economic counterparts who attempt to impose the idea of an entrepreneurial university which produces a utilitarian knowledge and “human principles”.
Cartography is the study and practice of making maps. Although originally defined for Earth, the term is also a perfect description of the aims of the VIPERS team, whose members include Polish astronomers.
Measuring cosmic distances is one of the most important, fascinating and difficult challenges facing astronomers today. The objective is not just to identify the distances between objects in space – such distances are also key to finding out how our Universe is structured and how it evolves. They also evidence the amount of energy emitted by objects and makes it possible to determine their nature.
In 2014 the Jagiellonian University celebrated its 650th anniversary. The description of the university’s history on the jubilee website, however, makes no mention of the first female students – even though it was the first Polish university to welcome women.
With this paper we try to contribute to the debate on the nature of research intensive universities and the chances to create this type of institution in Poland. Research universities are presented as elite, flagship institutions for educating students mostly at the doctoral level and to produce the bulk of the research output. Examples of world-class research intensive universities from various countries are presented. It is shown that intensified competition among universities exists to prove their performance through global university league tables or ranking exercises and it is discussed whether Poland is at the stage to create at least one such institution playing important role in that competition. We argue that the establishment of a University of the Polish Academy of Sciences could be a solution. This University stands to become a unique research institution in Poland and one of very few establishments of its type in Central and Eastern Europe. The University will conduct scientific research and provide programs of the highest standard, exploiting the research and teaching potential of the PAS institutes as well as the competence and experience of members of the Academy's corporation. It is intended as a higher education institution with a decentralized organizational structure, based on the PAS research institutes. The University of the Polish Academy of Sciences will have a quality-boosting impact on the PAS institutes as well as initiate their consolidation and reorganization in the field of teaching.
The essay critically approaches the current state and directions of changes in the university education. We see the critical point in the unconditioned endorsement by the university of the market values of intense competitiveness of global economy and the cult of the pro-market education which is its inevitable result. We would like to argue that although the university must respect economic conditions and limitations, nevertheless we fear that the ongoing process of corporatization of the university with its management strategies such as cutting costs, scanning environments for competitive purposes, re-engineering highly competitive efficiency criteria for the staff will bring about a neglect of the humanist values rooted in intellectual and social sensibility and hence undermine the social mission of the university which, apart from professional skills and research, must cultivate intellectual pluralism by providing space for intelligent conversation, sharing critical views of the present state of things thus fostering social criticism and the spirit of responsible dissent.
In the first part of these remarks I recall such examples from the past of the mentioned political agenda that might be a sort of warning for a too far reaching overtaking of higher education institutions by political powers. In the second part, however, I recall contemporary ways and forms of political agenda, which I call “velvet” revolutions and I also see them as threat to fulfill by universities their social missions. The remarks and evaluations formulated by me at the end are certainly not to be considered. These remarks are being treated by me as a voice in the discussion on the issue how much politics might be or has to be in the life of universities, what kind of politics do any good to them and what kind brings more damage.
Academic culture is a set of rules (norms and values) regulating the institution of the university. The central component of academic culture is autonomy both in the sense of independence from external interference and the capacity to decide on research, teaching and organization of the university. Autonomy is endangered by the interference in academic culture of other cultural complexes characteristic for modern society: corporate culture, business culture, bureaucratic culture, financial culture, consumer culture. The resulting cultural clash is the reason for current crisis of the university. The defense of autonomy is the ethical and professional duty of scholars.
The author of the article is aimed at reconstructing the concept of academic freedom as a base of university existence, regarding both its didactic and research function. The author takes into account various definitions of academic freedom and analyzes areas and dimensions, especially its institutional (university) and individual (professor) level. He reconstructs also controversies which are exposed in discussions on academic freedom and arguments regarding its limitations. He considers the phenomenon of actuarial policy and various forms of academic competition. He puts question: does the concept of academic freedom can be still vivid in the time of growing commercialization of didactits and research functions of contemporary university as well as its growing dependance on economy and politics?
In the Act on Revitalization of 9 October 2015, for the first time in Poland, the legal act introduced the necessity to apply the principles of universal design (Article 3 paragraph 2 point 3). The practice of investment processes in crisis areas shows that the requirements set out in the Act are not properly implemented. Regeneration processes require attention to improve the quality of life of residents. The article presents issues related to the implementation of universal design principles during revitalization processes. There is a noticeable lack of interest in this issue despite the fact that it is one of the three tasks set before local governments in the Revitalization Act, after social participation and support for people at risk of exclusion in the area of housing. The reasons for this state should be seen in a small knowledge of the issue, deficiencies in the educational process of designers and poor control on the part of local governments and central authorities. This is due to conservation conditions, which often misinterpret the right to protect cultural heritage. The self-government as its own task should guarantee the possibility of using the positive effects of the revitalization process, in particular the implementation of residents’ rights to an independent and dignifi ed life, which is required by the UN Convention on the Rights of Persons with Disabilities.
The author has presented a short history of the Economic Geography Department of the Cracow University of Economics in the years 1958–2018. The scientific and didactic staff, its basic journalistic achievements and the main didactic activity were presented.
The article is an answer to questions concerning values, goals and functions of the University in the era of globalization changes that enforce changes in the area of higher education. The author emphasizes the need for balanced development of science, humanities and social sciences as a condition for preserving research independence, as well as the importance of cooperation, both in research and in the „shaping of autonomous institutionalism” of the University (Roggero). The article provides an analysis of the commercialization process of research results, based on data from Polish and foreign studies, and indicates its various forms and social costs. This is a study of the University's condition in the face of the growing importance of transnational corporations, regulating not only the flow of capital, but also the distribution of scientific prestige and appropriating in a different way the effects of academic work. The metaphor of the university as a enterprise/knowledge factory visualizes the errors in perceiving the role that it should play. It proves that research and teaching is not the production and transmission of knowledge, but the creation and sharing of knowledge. In this dialogical process, the idea of a university understood as a community of educators and taught in pursuit of truth is achieved most fully, not for glory, for making profit or for gaining a competitive advantage.
The authors of this paper examine the ancient concepts of translatio, imitatio and aemulatio. The text goes over some problems of the heritage of antiquity and its reception in European culture of the early modern period. These questions were discusssed during the international conference “Heredes et scrutatores. Attitudes towards Antiquity in the Renaissance and in the Early Modern Period”, which was held on 19–20 May 2016 at the University of Warsaw. It celebrated the 200th anniversary of classical studies at this university. The conference seeked to explore the changing attitudes towards the heritage of classical antiquity in post-classical European culture. The scholars participating in the meeting tried to (re)examine the diversity of these attitudes in the period between the Late Middle Ages and Early Modern Times and to reflect on a number of related problems, among which were the theoretical viewpoints that had been suggested to describe this diversity. One of them, which gave its name to this conference, distinguishes between two general approaches: that of the “users”, concentrated on adapting the classical legacy by means of procedures inherited from the ancient Romans, and that of the “researchers”, which replaced the former procedures with ones typical of scholarly cognition. The participants discussed theoretical issues and concrete cases illustrating the ways that the intellectuals of the Renaissance and Early Modern Times approached the Greek and the Roman legacy. The connections between past and present attitudes towards antiquity have also been be the subject of the debate.
This paper examines highly paid academics – or “top earners” – employed across universities in ten European countries based on a large-scale international survey data of the academic profession. It examines the relationships between salaries and academic behaviors and productivity, as well as the predictors of being an academic top earner. While in the Anglo-Saxon countries the university research mission traditionally pays off at an individual level, in Continental Europe it pays off only in combination with administrative and related duties. Seeking future financial rewards through research does not seem to be a viable strategy in Europe – but seeking satisfaction in research through solving research puzzles is also getting difficult, with the growing emphasis on “relevance” and “applicability” of research. Thus both the traditional “investment motivation” and “consumption motivation” for research are ever-harder to be followed, with policy implications. The primary data come from 8,466 usable cases. This paper examines change processes in Western Europe and in Poland (in a European context) and its main reference point is American higher education scholarship; it is, on the theoretical plane, the founder of the conceptual frameworks to study academic salaries, and, in practical terms, the US science systems heavily draws on European scientific talents.
In the historical and educational literature, there is no text, which present the history of the academic colony of the University of Cracow in Lviv from its inception in the 17th century to the next transformation at the end of the 18th century. This paper is based on manuscript archival materials collected at the Jagiellonian University, the Archbishop of Lviv, in including consistory files, and also in printed annals, published official magazines of the city of Lviv, printed works of the teaching staff and students of the colony. As a result of many years of collecting source facts, the following was reconstructed: establishment of an academic colony in 1608, directors, some auxiliary teachers, pupils’ case, their activity in the city and the church in Lviv, school building and conditions for teaching, scattered grounds for financing teachers, pupils and building maintenance school. The article is the first part of the school’s history, the archival material owned by the author, after completing the query in the Lviv city archives, allows the author to write its history in the 18th century. This is the third academic colony (Chełmno, Nowy Sącz) presenting by the author.
For development of the knowledge-based economy, potential and quality of university education are an important factors to increase a competitiveness of local, regional, national and international scales. To shape the modern economy, the development of university education and studies corresponding with contemporary socio-economic challenges play an important role. As a result, the formation of scientific and academic centres, which are the basic elements of knowledge-based of economy, determines the improvement of the human resources quality and the increase in innovativeness of spatial systems on various scales. The author has discussed the issue of changes in university education in Poland and its role in socio-economic activation of regional systems, and also defined the structure of major studies in regional (voivodship) systems. This paper research has initiated wider investigations which aim will be to answer to what extent the actual university education structure corresponds to contemporary and future socio-economic needs and competences. this level of education in Poland has to face with the growing globalization processes and increasing spatial competitiveness, not only in a regional scale, but also in the national and international ones, and actual reforms of Polish education and science system.
This article first surveys the current, somewhat unproductive state of research into potential universals of translation. Then it considers in specific the “first translational response universal” (Malmkjær 2011), suggesting that it may be rooted in the cognitive mechanism of priming. Empirical evidence for this is next sought in the analysis of a set of 34 novice translations of the same short passage from Swedish into Polish, which are shown to exhibit the effects of priming to a considerable extent. Overall, the objective is to illustrate a possible way of investigating postulated translation universals: first identifying a cluster of cognitive mechanisms to motivate the universal, then determining the linguistic structures that are concrete manifestations of such mechanisms in languages meeting in translation. The proposed research procedure thus proceeds from a cognitive process to a detailed language structure, allowing for the examination of phenomena observed in the “third code” on the supra-cultural level.
The paper analyzes the changing public-private dynamics in higher education in Poland in 1990-2016 and beyond, focusing on the processes of internal and external de-privatization of the system. De-privatization of higher education – viewed also as its republicization – is caused by declining demographics and may lead to the demise of the largely demand-absorbing private higher education. Poland is shown as moving against the two powerful global trends related to privatization: private sector growth and increasing reliance on cost-sharing. Data related to funding and provision in 1990-2005 (expansion) and 2006 and beyond (contraction) are analyzed in detail, and policy implications of ongoing and expected changes are discussed.
On November 2, 2018, an outstanding Polish medievalist Jerzy Lesław Wyrozumski died in Kraków; he was born on March 7, 1930 in Trembowla (now Ukraine). He graduated in 1955 with a degree in history at the Jagiellonian University. He wrote his master's thesis and doctoral dissertation under the supervision of Roman Grodecki. In 1981 he received the title of professor; he was dean of the Faculty of Philosophy and History in the years 1981–1987, and from 1987 to 1990 he was the prorector of the Jagiellonian University. He published over 600 scholarly books, articles and reviews.
The article outlines the conceptual assumptions of pedagogy underlying university education, re-defined with regard to the dynamic conditions underlying contemporary culture. The authors concentrate on constitutive educational forms that define the nature of semiosis in education, as well as their exposure and transformation. In connection with this, there is a focus on the concept of “symbolic politics”, which aims to liberalize the practice of pedagogy, freeing it from the dictatorship of a transmission form of education, as well as creating conditions for strengthening discursive relationships and a reflexive discursive attitude. As a result of the implementation of this form of symbolic politics, those involved in education do not promote the prevailing discourse but become agents capable of discursive reflection in action as well as participants in processes of discursive design and creation.
In knowledge based economy, which actually reflects the knowledge oriented modern society, career development of its members becomes the key factor, same as investing in career “portfolio”. In the article a career construct is invoked as an individual’s property considering individual career choices, individual career development planning and monitoring strategies. When addressing career related matter, one cannot overlook the issue of subjective meaning given to a career in the context of satisfactory outcome and success achievement experienced by the subject. Cognitively interesting issue addressed by the author are the results of research into evaluation of one’s own chances to succeed from the perspective of university students who are in the transition period from academic education to entering a job market.
Henri Bergson as well as Gaston Milhaud undertake a radical critique of the conception of radical determinism because they both think that mind is able to act in a free and creative manner. In the article, I examine to what degree their arguments, aimed to prove this autonomy, converge. I inquire whether their endorsement of freedom of the mental acts led the two philosophers to the same conclusions regarding the cognitive extent of the intellect and therefore the parallel description of the status of scientific cognition.
According to the Polish Ministry of Science and Higher Education and Polish Central Statistical Office the number of students systematically decreases since 2015. This demographic change was a reason to examine students motivation for undertaking their studies in order to improve educational program and to encourage students to peruse higher education. By approaching the subject of “Motivations for Undertaking Special Education Studies in The Opinion of Students at Pedagogical University of Cracow”, the answers were sought to the three following questions: What were the main reasons for choosing studies at Pedagogical University of Cracow? What motivators played a key role for students while selecting field of studies? What student’s personality traits did mainly influence their choice? Research material was collected basing on a self-designed questionnaire. The group of first-year 54 students year were tested, in which 39% didn’t know which specialization they would choose after a one year. The article’s conclusions present key factors motivating students for undertaking Special Education Studies and explain how personality traits influenced their choice.
The article presents personal memories of Professor Aleksander Koj’s alumni. Professor Aleksander Koj was a world-class biochemist of significant scientific achievements, a renowned authority in the field of acute-phase response regulation and acute-phase proteins. He was an excellent academic, a true Master, admired and followed by many Polish biochemists. Thrice he served as the Rector of the Jagiellonian University in Kraków. He navigated the University through a difficult time of political transformation in Poland, modernized the management system of the University and led to the commencement of the construction of the new University campus. He was the co-creator and the first Chairman of the Conference of Rectors of Academic Schools in Poland. He will be remembered as a devoted community worker aiming at strengthening the bond between the Polish community abroad and our homeland, propagating knowledge, promoting the concept of European integration, democracy and tolerance, as well as the collaboration between scientists, artists and men and women of culture. He was wise, righteous, and noble. Many had the honor of calling him their friend, and a great many saw in him a moral authority.
In the article the author discusses peculiarities of three areas of psychologists’ professional activity: conducting scientific research, educating new generations of psychologists, and having a private practice. He particularly stresses the significance of empirical testability of theories for correct and ethical assessment practice (according to Evidence-Based Assessment standard) and therapeutic practice (according to Evidence-Based Practice in Psychology standard). The author also explores the cultural immersion of psychological activity.


Wayne County, North Carolina
|Wayne County, North Carolina|
Wayne County Courthouse in Goldsboro, 1948
Location within the U.S. state of North Carolina
North Carolina's location within the U.S.
|Named for||Anthony Wayne|
|• Total||557 sq mi (1,443 km2)|
|• Land||553 sq mi (1,432 km2)|
|• Water||3.8 sq mi (10 km2), 0.7%|
|• Density||222/sq mi (86/km2)|
|Time zone||Eastern: UTC−5/−4|
Wayne County is a county located in the U.S. state of North Carolina. As of the 2010 Census, the population was 122,623. Its county seat is Goldsboro and it is home to Seymour Johnson Air Force Base.
Wayne County comprises the Goldsboro, NC Metropolitan Statistical Area.
- 1 History
- 2 Geography
- 3 Demographics
- 4 Communities
- 5 Economy
- 6 Politics, law and government
- 7 Education
- 8 Hospitals
- 9 Transportation
- 10 Media
- 11 Notable residents
- 12 See also
- 13 References
- 14 External links
Prior to 1730, Native Americans were the only known occupants of the territory now known as Wayne County. Settlers trickled into the territory, occupying land along the Neuse River. There was no general migration here until after 1750; as populations built up in the coastal areas, some settlers moved west for land.
Wayne County was established during the American Revolutionary War on November 2, 1779 from the western part of Dobbs County. It was named for "Mad Anthony" Wayne, a general in the war. The act establishing the County provided that the first court should be held at the home of Josiah Sasser, at which time the justices were to decide on a place for all subsequent courts until a courthouse could be erected. By 1782 the commissioners were named. In 1787 an act was passed establishing Waynesborough on the west side of the Neuse River, on the land of Doctor Andrew Bass. The courthouse was built here.
Wayne County's surface is level to gently rolling uplands with broad bottoms along the rivers and some creeks. Elevations are predominantly 120 to 145 feet above sea level. The largest waterway, the Neuse River, bisects the lower central portion of the county and cuts a deep channel 20 to 40 feet deep as it flows in an eastward direction. Unusual river bluffs occur in the vicinity of Seven Springs. In addition to the Neuse River, the county is drained by the Little River, the Northeast Cape Fear River and numerous creeks.
Wayne County is underlain by unconsolidated beds of sand, clay and gravel. For the most part, these beds were deposited in seawater as the sea advanced and retreated during the geologic development of the Atlantic Coastal Plain. To a much lesser extent, streams deposited layers of sediment which mixed with that deposited on the sea floor.
The climate in Wayne County is characterized by warm summers and moderate winters. The average temperature is about 62 degrees. Annual precipitation is about 50 inches of rainfall per year, with the major portion occurring in the late spring and summer.
- Wilson County - north
- Greene County - east-northeast
- Lenoir County - east-southeast
- Duplin County - south
- Sampson County - southwest
- Johnston County - west
|U.S. Decennial Census|
As of the census of 2000, there were 113,329 people, 42,612 households, and 30,254 families residing in the county. The population density was 205 people per square mile (79/km²). There were 47,313 housing units at an average density of 86 per square mile (33/km²). The racial makeup of the county was 61.28% White, 33.02% Black or African American, 0.36% Native American, 0.96% Asian, 0.05% Pacific Islander, 3.07% from other races, and 1.25% from two or more races. 4.94% of the population were Hispanic or Latino of any race.
There were 42,612 households out of which 34.70% had children under the age of 18 living with them, 51.60% were married couples living together, 15.40% had a female householder with no husband present, and 29.00% were non-families. 24.50% of all households were made up of individuals and 9.00% had someone living alone who was 65 years of age or older. The average household size was 2.55 and the average family size was 3.03.
In the county, the population was spread out with 26.20% under the age of 18, 9.90% from 18 to 24, 30.50% from 25 to 44, 21.90% from 45 to 64, and 11.60% who were 65 years of age or older. The median age was 35 years. For every 100 females there were 97.30 males. For every 100 females age 18 and over, there were 94.30 males.
The median income for a household in the county was $33,942, and the median income for a family was $40,492. Males had a median income of $28,396 versus $21,854 for females. The per capita income for the county was $17,010. About 10.20% of families and 13.80% of the population were below the poverty line, including 18.60% of those under age 18 and 15.20% of those age 65 or over.
- Goldsboro (county seat)
Wayne County's local industries are involved in a range of operations from simple assembly to complex manufacturing processes resulting in products ranging from bread and poultry feed to automobile parts and electric transformers. Substantial technological improvements in recent years involving modernization of plant facilities and the addition of sophisticated manufacturing equipment have resulted in enhanced profitability and productivity for many of the local manufacturing firms.
The combination of a mild climate, a freeze-free growing season of about 225 days and a wide range of soil types contribute to a highly productive agricultural area. Total gross farm sales in Wayne County in 2006 was approximately $329,082,138 USD. Field crops, including the primary crops of tobacco, corn, cotton, soybeans, and wheat accounted for nearly 12% of the farm income or $38,583,389USD.
Income from livestock and poultry production was $236,287,547USD in 2006 and derived primarily from swine operations. Swine production has increased rapidly, making it the single largest source of farm income. In 2006 farm income from swine production was $75,409,690USD or 23% of all farm income. Wayne County ranks 7th in the nation for production of swine.
Seymour Johnson Air Force Base is home to the 4th Fighter Wing and 916th Air Refueling Wing. The annual civilian and military payroll is over $282 millionUSD. In fiscal year 2006 the economic impact at the base totaled over $460 millionUSD.
Politics, law and government
Wayne was historically a typical "Solid South" county for the first two thirds of the twentieth century, as conservative white Democrats had passed a new constitution at the turn of the 20th century that disenfranchised most blacks. North Carolina became a virtually one-party state, with whites generally voting for Democratic Party Candidates. In 1928, opposition to Roman Catholic candidate Al Smith resulted in these voters supporting Republican (and Protestant) Herbert Hoover for president.
Following Congressional passage of major civil rights legislation in the mid-1960s, this county's white voters, like most across the South, gradually started to support Republican national candidates and ultimately changed parties, joining the Republicans. But in 1968, they voted for segregationist "American Independent" George Wallace. Since 1972, the white majority of Wayne County has carried it for Republican presidential candidates in every election. Since 2008, when President Barack Obama was elected, the Democratic Party has become more competitive and Republican victory margins have declined.
Wayne County is governed by a commissioner-manager system, consisting of seven members elected to four-year terms. One commissioner is elected from each of six single-member districts in the county and one is elected at-large countywide. All seven members serve concurrent four-year terms. The partisan elections for the Board of Commissioners are held in November in even-numbered years. The Board elects a Chairman and Vice-Chairman from among its members annually at the first meeting in December. The Board meets on the first and third Tuesday each month.
Wayne County is a member of the regional Eastern Carolina Council of Governments.
Public schools are administered by the Wayne County Public Schools system. The public schools include nine high schools and college preparation schools, nine middle schools, fourteen elementary schools and one special education school. The county is also home to one charter public school and four private schools.
- Charles B. Aycock High School
- Eastern Wayne High School
- Goldsboro High School
- Rosewood High School
- Southern Wayne High School
- Spring Creek High School
- Wayne Early/Middle College High School
- Wayne Middle/High Academy
- Wayne School of Engineering
- Brogden Middle School
- Dillard Middle School
- Eastern Wayne Middle School
- Grantham Middle School
- Greenwood Middle School
- Mount Olive Middle School
- Norwayne Middle School
- Rosewood Middle School
- Spring Creek Middle School
- Brogden Primary School
- Carver Elementary School
- Carver Heights Elementary School
- Eastern Wayne Elementary School
- Fremont Stars Elementary School
- Grantham Elementary School
- Meadow Lane Elementary School
- North Drive Elementary School
- Northeast Elementary School
- Northwest Elementary School
- Rosewood Elementary School
- School Street Early Learning Center
- Spring Creek Elementary School
- Tommy's Road Elementary School
Special Education Schools
- Edgewood Community Developmental School
- Faith Christian Academy
- Pathway Christian Academy
- Wayne Christian School
- Wayne Country Day School
- St. Mary Catholic School
- Wayne Preparatory Academy
- Wayne Memorial Hospital (North Carolina), a medical facility located in Goldsboro, is the county's second-largest employer.
- Cherry Hospital is a psychiatric hospital located in Goldsboro; it was founded in 1880 as a facility to treat mentally ill African Americans when all public facilities were segregated. A museum depicting its history is part of the hospital campus.
- O'Berry Neuro-Medical Center is a North Carolina Department of Health and Human Services hospital providing rehabilitative services to the mentally retarded and people with developmental disabilities.
- Air: Wayne County is served through nearby Kinston Regional Jetport (IATA: ISO, ICAO: KISO) with service to Orlando, Florida. Raleigh-Durham International Airport is the closest major airport with service to more than 45 domestic and international destinations. Wayne Executive Jetport is an airport located in Wayne County, but is only used for general aviation.
- Interstate Highway: Interstate 795 (I-795) links Goldsboro to Interstate 95 near Wilson, NC in Wilson County.
- Wayne County is not served directly by passenger trains. The closest Amtrak station is located in Selma, NC.
- Bus: The county is served by Greyhound with a location in Goldsboro.
- The main highway in Wayne County is US 70, which offers access to the North Carolina coast, the capital city of Raleigh and I-95. The only interstate in Wayne County is I-795, which is a direct connector with I-95 and US 264. US 70 has been designated as Future Interstate 42.
- Other highways that run through the county include US 13, US 117, and NC 111, NC 222, and NC 581.
- The Goldsboro News-Argus
- Goldsboro Daily News
- The Buzz Around Wayne County
- Mount Olive Tribune
- Wayne-Wilson News Leader
- Ike Atkinson, drug trafficker
- Charles Brantley Aycock, politician
- Bob Boyd, golfer
- Moira Crone, author
- Ava Gardner, actress
- Anne Jeffreys, actress
- Carl Kasell, radio personality
- Manny Lawson, American football linebacker
- Jerry Narron, MLB player, coach, manager
- Tony Schiffman, jeweller
- John R. Smith, politician
- Michale Spicer, American football defensive end
- Greg Warren, American football long snapper
- James B. Whitfield, lawyer
- Cadmus M. Wilcox, Confederate general
- List of North Carolina counties
- National Register of Historic Places listings in Wayne County, North Carolina
- "State & County QuickFacts". United States Census Bureau. Retrieved October 30, 2013.
- "Find a County". National Association of Counties. Retrieved 2011-06-07.
- Wayne County Heritage Book Committee (1982). "The Heritage of Wayne County, North Carolina". pp. 137, 232, 530.
- Wayne County Facts Archived 2008-07-24 at the Wayback Machine
- "2010 Census Gazetteer Files". United States Census Bureau. August 22, 2012. Archived from the original on January 12, 2015. Retrieved January 20, 2015.
- "Population and Housing Unit Estimates". Retrieved June 9, 2017.
- "U.S. Decennial Census". United States Census Bureau. Retrieved January 20, 2015.
- "Historical Census Browser". University of Virginia Library. Retrieved January 20, 2015.
- Forstall, Richard L., ed. (March 27, 1995). "Population of Counties by Decennial Census: 1900 to 1990". United States Census Bureau. Retrieved January 20, 2015.
- "Census 2000 PHC-T-4. Ranking Tables for Counties: 1990 and 2000" (PDF). United States Census Bureau. April 2, 2001. Retrieved January 20, 2015.
- "American FactFinder". United States Census Bureau. Retrieved 2008-01-31.
- Wayne County, North Carolina NC, county profile - hotels, festivals, genealogy, newspapers - ePodunk
- Leip, David. "Dave Leip's Atlas of U.S. Presidential Elections". uselectionatlas.org. Retrieved 2018-03-17.
- "North Carolina Gains Names for Two New Interstate Designations" (Press release). Raleigh, NC: North Carolina Department of Transportation. May 25, 2016. Retrieved May 25, 2016.
- Special Committee on U.S. Route Numbering (May 24, 2016). "Special Committee on U.S. Route Numbering" (PDF) (Report). Washington, DC: American Association of State Highway and Transportation Officials. p. 7. Retrieved May 26, 2016.
- Wayne County government official website
- Seymour-Johnson Air Force Base
- Wayne County Development Alliance


This year could be the hottest summer yet as the ongoing El Niño phenomenon pushes air temperatures
above normal level according to the Philippine Atmospheric, Geophysical and Astronomical Services
For this reason, the Department of Health (DOH) is reminding everyone to observe preventive measures
against heat stroke.
Heat stroke occurs when your body cannot keep up with the high temperature. It is an emergency
situation which can result in death if not treated immediately. DOH describes it as the “most severe
form of heat illness.”
Dehydration increases the risk of heat stroke since the loss of fluid prevents the body from cooling
down. For athletes; who perform vigorous exercises, laborers; working outside with too much sun
exposure as well as elderlies and infants, they should maintain hydration during hot weather.
The symptoms of heat exhaustion are: Warm and flushes skin, faintness, dizziness, weakness,
headache, high fever of 41°C, rapid heartbeat, convulsion and unconsciousness.
These are the treatment for heat stroke:
1. Move the person to a shady spot or indoors
2. Have the patient lie down with legs elevated
3. Let him/her sip cool water
4. Remove clothing, apply cool water to the skin and fan the person
5. Apply ice packs to the armpits, wrists, ankles & groin
6. Most importantly, bring the patient to nearby hospital.
As doctors always say, prevention is very important. To avoid this situation, everyone should observe
1. Limit the amount time spend outdoors
2. Drink plenty of water
3. Avoid tea, coffee, soda and alcohol
4. Wear a wide-brimmed hat and long-sleeved clothing when outdoors
5. Schedule heavy-duty activities for the beginning or end of the day when it’s cooler.
Have a safe summer this year!


Researchers from University of Nottingham have developed software that helps predict the risk of blindness and amputation in people living with type 1 or type 2 diabetes. A free online tool is available and it takes less than a minute to get results.
People with diabetes who are at high risk of blindness and amputation because of their condition could get better preventative treatment thanks to two new risk prediction tools created by University of Nottingham researchers and medical software company Clinrisk Ltd.
The tools use existing patient data and will help to personalise care and advice and to target resources at those in greatest need. They are based on information that patients are likely to know, or that is routinely recorded in general practice computer systems. The study is published in The BMJ this week.
A link to the online version of the tool can be found later in this article.
Patients with type 1 or type 2 diabetes are at increased risk of blindness and amputation. Diabetic eye disease is now the second most common cause of blindness in people of working age in the United Kingdom, while more than 7,000 diabetes related amputations take place annually in England.
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Despite the frequency of these complications and their effect on patients, methods of identifying those at greatest risk are lacking.
Professor Julia Hippisley-Cox and Professor Carol Coupland at The University of Nottingham set out to develop and validate a new risk prediction algorithm to predict the absolute risk of developing these complications over a 10 year period in men and women with diabetes.
The team used anonymised patient data derived from the QResearch database – a not-for-profit partnership between The University of Nottingham and leading healthcare technology provider EMIS. The analysis is based on around 455,000 people with diabetes aged 25-84 years from 763 general practices in England.
Individual risk factors that could influence the results, such as ethnicity, smoking, body mass index, blood pressure and cholesterol levels were taken into account.
Mathematical models were then used to calculate separate risk equations for the 10 year risk of blindness and amputation.
Data from a further 254 QResearch practices and 357 general practices from the Clinical Practice Research Datalink were used to validate the two models, which performed well, explaining around 41 per cent and 32 per cent of the variation in time to amputation and blindness, respectively in men and 38 per cent and 31 per cent respectively in women.
The researchers also developed a web-based calculator so that clinicians can enter their patients’ data, and patients can enter their own data, to determine the 10 year risk of these complications.
Professor Hippisley-Cox said: “To our knowledge, these are the first tools for predicting the 10 year risk of both blindness and amputation, two of the complications that most concern patients with diabetes and affect quality of life. We have some study weaknesses, including the lack of formal adjudication of diagnoses and the potential for bias due to missing data. But more accurate individualised information on the risk of complications may help patients to make more informed decisions about the balance of risks and benefits of treatment options reflecting their own values and choices.”
The study concludes that, for clinicians and the health service, more accurate methods for stratifying patients according to their absolute risk of complications could enable screening programmes to be tailored to an individual’s level of risk and support the more rational use of scarce resources.
In an accompanying editorial in The BMJ, Professor Azeem Majeed and Mariam Molokhia say the new risk prediction models “can help to provide the basis of a more individualised and holistic method of tackling these complications in patients.”
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They point out the need to test the models in actual practice – and to test their impact outside the UK, particularly in countries with the highest prevalence of diabetes.
However, they say the tools “are one example of the value of the data held by the NHS in its electronic medical records and administrative databases.” These data “have great potential to improve NHS clinical care as well as giving patients information to help them make better decisions about their own health.”
Use the web calculator right now using this link: Calculate the absolute risk of complications among patients with diabetes.


Recently, Melissa Eskue Ousley wrote that one of her writing students insisted that said is dead. She disagrees. And I do too. Here's why:
There are a million synonyms for the word “said.” When tagging ordinary speech, you could replace said with stated, reported, or added. For angry speech, you could use hissed, fumed, or sneered. Or for sad speech, you could write cried, sobbed, or groaned. But the fact is crying isn’t speaking, although it can accompany speech. And those who are frightened, happy, or surprised don’t actually speak by quivering, giggling, or marveling.
But I also know you don’t want to keep repeating the word said whenever there’s an exchange of dialogue. Well, you don’t have to if you make use of your characters’ distinct personalities. Let their speech patterns reflect their particular level of education, class, temperament, idiosyncrasies, situation, or beliefs. Then you won’t need an attribution tag.
For example, in my historical mystery novel THE DEADLIEST HATE, Miriam bat Isaac is conversing with her brother, Binyamin the gladiator, in his cell beneath the arena. One of them says, “Let Albus show you out. My gapped-toothed friend here knows this maze better than anyone.” The situation itself makes it clear that Binyamin is the speaker. He’s the one locked in a cell so no one could show him out. Moreover, Miriam doesn’t know Albus, and even if she did, she’s too refined to ever refer to his gapped teeth.
Still, even when you do need an attribution tag, I’ll argue that the word said is still preferable. You’ve probably been taught to use the most precise word to depict an event. That is, you’ve been told, “Don’t use the word bird when you can specify a robin.” But the word said is an exception. It’s meant to become invisible as readers focus on the content of the remark while their eyes slide down the page.
So how can you show the way the words are spoken? Please, not by attaching an adverb like angrily, sadly, or happily, or worse yet, by adding the word “very” to intensify that adverb. That’s telling, not showing. Show the emotion with an accompanying gesture or description of the speaker’s tone of voice.
For example, “You are mean,” Sue said through trembling lips, her index finger stabbing the air with each word. By inserting a bit of action in the form of a gesture, your readers will be able to infer the emotion for themselves. Or, instead of a gesture, describe the speaker’s tone of voice. For example, change “Tom screamed” to “Tom said in a voice that sounded like the shriek of a wounded animal.”
So, if you ask me whether the word said is dead, I say, “No, not for me” and recommend that you rely on the individuality of your characters to preclude the need for an attribution tag. And when a tag is necessary, convey the manner in which the remark is spoken by either a gesture or description of the speaker’s tone. That way, you’ll be showing not telling.
About the Author:
June Trop and her twin sister Gail wrote their first story, “The Steam Shavel [sic],” when they were six years old growing up in rural New Jersey. They sold it to their brother Everett for two cents.
Now associate professor emerita at the State University of New York at New Paltz, she devotes her time to writing historical mysteries with a connection to early science. Her heroine, Miriam bat Isaac, is based on the personage of Maria Hebrea, the legendary founder of Western alchemy, who developed the concepts and apparatus alchemists and chemists would use for 1500 years.
June lives with her husband Paul Zuckerman in New Paltz, where she is breathlessly recording the story of her plucky heroine’s next life-or-death exploit.


On View September 27, 2013–February 2, 2014
At the Bard Graduate Center, New York, NY
By Ann Marguerite Tartsinis, Curator of the Exhibition
An American Style: Global Sources for New York Textile and Fashion Design, 1915-1928 examines the efforts of the American Museum of Natural History to educate and inspire New York textile and fashion designers during and after World War I. This remarkable exhibition features rare textiles and garments ranging from a 1920’s hand-batiked caftan-style dress and mass-market hand-blocked silks to Native American and other indigenous dress. Never-before-seen photographs, objects, and design manuals will be on view.
Beginning in 1915, New York’s American Museum of Natural History (AMNH) embarked upon a mission to inspire and energize the American design industry by giving textile designers and manufacturers unprecedented access to the museum’s ethnographic collections. The movement, which at first was limited in focus, was sparked by the disruption in creative direction from Europe caused by World War I. Drawing upon the imperialistic notion that Euro-American culture could lay special claim to indigenous artifacts from the Americas, AMNH anthropology curators sought to innovate a distinctly “American” design idiom based on the museum’s vast collections of Native American, Mesoamerican, Andean, and South American objects. Paralleling the globalization of national consciousness as the United States entered the war in 1917, the AMNH began to embrace a wider array of non-Western material from a more global selection of cultures, such as Koryak (Siberian) fur coats and West African robes.
The central figures in this project were curator of anthropology Clark Wissler (1870–1947), assistant curator of anthropology Herbert J. Spinden (1879–1967), curator of Peruvian art Charles W. Mead (1845–1928), and M. D. C. (Morris De Camp) Crawford (1882–1949), research fellow at the AMNH and Women’s Wear journalist. Naturally, Crawford was a key liaison to manufacturers and designers, but many documents in the museum’s archives suggest that Spinden, Wissler, and Mead were equally instrumental, if not more so, in the museum’s effort to promote a so-called “primitive” design language. These men, dubbed the “fashion staff,” by journalist Elizabeth Miner King in 1917, presented lectures, held classes, published instructive design manuals, and curated temporary exhibitions. They also selected ethnographic objects for inclusion in the study rooms; allowed textile designers unfettered access to specimen storage rooms; and loaned museum artifacts to design houses and department stores. Seeking a toehold in the broader world of clothing design, the AMNH curators took deliberate steps to attract fashion designers and reluctant manufacturers to the museum, which included supplementing the study room collections with a larger variety of specimens that ranged from Nivkhi fish-skin jackets to garments from the Philippines and Javanese textiles. Designers and manufacturers quickly responded.
In 1919, after four years of promoting a National design identity based on the ethnographic collections, the AMNH mounted the Exhibition of Industrial Art in Textiles and Costumes. On view for two weeks in November, the show featured a comprehensive display of indigenous artifacts and contemporary designs that was clearly intended to promote the utility and value of the museum to designers and industry. By combining handcrafted and industrial products in a museum display, the AMNH unabashedly sought popular validation while trumpeting the commercial viability of its “American” project.
During the next decade, Stehli Silk Co. and H. R. Mallinson & Co. produced silk prints designs such as “Inca” and “Shoshoni Tribe,” respectively, based on artifacts in the AMNH ethnographic collections. These silk prints trumpeted the movement’s legacy into the late 1920s and championed a style that was at the time described as “intimately and unquestionably our own.”
An American Style: Global Sources for New York Textile and Fashion Design, 1915-1928 situates the AMNH’s efforts to engender a distinctly American design aesthetic in the context of the United States’s search for cultural moorings that began with the American Arts and Crafts movement and proliferated through World War I. By examining the disciplinary intersection of early twentieth-century anthropology and American industrial design, as well as the influence of modernist (or American) primitivism, the exhibition presents four major themes: The AMNH’s promotion of “American” sources for design inspiration; global sources and fashion designs; the 1919 Exhibition of Industrial Art; and the legacy of this effort into the 1920s.
A display of the design manuals written by Mead and Wissler alongside related drawings and textiles will reveal the conceptual underpinnings and educational outreach of the AMNH’s effort. The exhibition will feature loans of Mexican clay stamps and Native American dress, as well as a Koryak fur coat and an Nivkhi fish skin coat from the AMNH. Examples of the movement’s few surviving textiles and garments loaned from the Costume Institute at the Metropolitan Museum of Art, the National Museum of American History- Smithsonian Institution, the Rhode Island School of Design Museum of Art, and the Brooklyn Museum will also be on view, including a hand-batiked caftan-shaped dress from the 1920s and hand-blocked silks for the mass market. To evoke the legacy of the movement into the 1920s, silk prints from Stehli Silk Co. Americana series (1925) and the H. R. Mallinson & Co. American Indian series (1928) will also be on display.
In lieu of surviving artifacts, the exhibition focuses on an extraordinary cache of negatives from the AMNH Special Collections Archive and related ephemera dating from 1915 to 1928. Archival images feature such designers as Harriet Meserole, Ruth Reeves, and Mariska Karasz modeling ethnographic garments from the museum’s collection about 1916 and also document garments created for the 1919 Exhibition of Industrial Art. To communicate the breadth and varied scope of the exhibition, a digital media display will feature surviving installation photographs found in the Special Collections Archive. The work of notable designers such as Ilonka Karasz and Jessie Franklin Turner, as well as the lesser-known Hazel Burnham Slaughter and Max Meyer, will be represented throughout the exhibition.
An American Style: Global Sources for New York Textile and Fashion Design, 1915-1928 is especially significant this year, as New York celebrates the centennial of the 1913 Armory Show— the seminal exhibition trumpeting the formal, non representational mode of rendering form that marked the emergence of modern art in America. And indeed, many of the designers who participated in the AMNH’s activities worked in Greenwich Village, the thriving artistic and cultural epicenter of the avant-garde. The embrace by these designers of a more graphic and less representational aesthetic would be a harbinger of American design in the decades that followed.
The exhibition is also relevant to contemporary audiences, since in recent years, prominent fashion designers have capitalized on their exposure to museum collections and a diverse array of sources from around the globe. Indigenous American materials have inspired the ready-to-wear collections of Proenza Schoeler and Rodarte, as well as capsule collections for such brands as Pendleton Woolen Mills and Adidas. One can view these new designs as an indication of the lasting significance of the AMNH’s project to impact and influence designers during the first quarter of the twentieth century.
Download a Press Release for the exhibition, with catalogue and full gallery contact information here: American_Style_Press_brochure


Community Led Total Sanitation (CLTS) is an innovative methodology for mobilising communities to completely eliminate open defecation (OD). Communities are facilitated to conduct their own appraisal and analysis of open defecation (OD) and take their own action to become ODF (open defecation free).
At the heart of CLTS lies the recognition that merely providing toilets does not guarantee their use, nor result in improved sanitation and hygiene. Earlier approaches to sanitation prescribed high initial standards and offered subsidies as an incentive. But this often led to uneven adoption, problems with long-term sustainability and only partial use. It also created a culture of dependence on subsidies. Open defecation and the cycle of fecal–oral contamination continued to spread disease.
In contrast, CLTS focuses on the behavioural change needed to ensure real and sustainable improvements – investing in community mobilisation instead of hardware, and shifting the focus from toilet construction for individual households to the creation of “open defecation-free” villages. By raising awareness that as long as even a minority continues to defecate in the open everyone is at risk of disease, CLTS triggers the community’s desire for change, propels them into action and encourages innovation, mutual support and appropriate local solutions, thus leading to greater ownership and sustainability.
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What Works and New Will: America Has Made Little Progress 50 Years After the Kerner Commission
In February 1968, the National Advisory Commission on Civil Disorders – known as the Kerner Commission – concluded that America was heading toward “two societies, one black and one white, separate and unequal,” illustrating the country's economic and social division.
The report is widely considered one of the most insightful government examinations of the state of race relations in 20th century America.
Fifty years later, in February 2018, the Eisenhower Foundation released its update of the Kerner Commission. This report, Healing Our Divided Society: Investing in America Fifty Years After the Kerner Report, concluded that America has made relatively little progress in reducing poverty, inequality, and racial injustice.
As racial tensions continue to increase and more Americans believe the American Dream to be unattainable, what do these finds mean for the next 50 years?
Alan Curtis, Ph.D.
President and CEO, The Eisenhower Foundation
City Club Member


Dante begins this short book by telling his audience that he has an unpopular truth to share. “No one has attempted to elucidate it,” he says, “on account of its not leading directly to material gain,” but share it he must, because men are made to seek the truth, and he does not want to be accused by later generations of “hiding [his] talent.” So, he argues that the world ought to be ruled by a single absolute monarch, that the Roman Empire ruled the known world by right (which, presumably, is passed to its successor), and whose power is God-given, though not dependant on the Church.
Unsurprisingly, De Monarchia (or just Monarchy in Cambridge University Press’s edition) had few fans in the Fourteenth Century and has even fewer fans now. As for me, of course, I love it.
Now, it can be a tough read; Dante structures each of the three parts as a series of syllogisms, and though he does explain some principles of logic as he goes, the writing is dense and requires the reader’s full attention. If you’ve read, say, Aristotle or St. Thomas Aquinas you probably have a good idea of what to expect. He also writes primarily for a Christian audience; though he doesn’t rely on Scripture as much as, say, Sir Robert Filmer, he does make frequent reference to Biblical events, and one of his arguments in the second part, on whether the Romans ruled the world by right, is that they did because Christ gave an explicit approval of Roman authority. He also makes much use of pagan writers like Virgil or Cicero, and he draws from Aristotle about as much as the Bible, so non-Christian readers will still find a lot of material to consider, it just won’t be as convincing as it would to Dante’s intended audience.
The first part, on why a universal monarchy is needed, is the most interesting and relevant for modern readers. The second seems like a moot point; whether Rome ruled the known world by right is interesting for fans of that era of history, but who can plausibly claim to be “Roman” now? Even in Dante’s time, the Holy Roman Empire was only “Roman” in a very loose sense. I suppose Moscow is sometimes called the “Third Rome,” but I doubt that Dante would accept an Eastern Orthodox monarchy as a legitimate candidate for his universal empire. The third part considers whether a monarch depends on the papacy for legitimacy, and Dante argues forcefully that it does not, though papal approval can and should lend its support to monarchy.
Probably De Monarchia‘s main weakness is that it seems very theoretical. Once we accept that the Holy Roman Emperor (or some other suitable “Roman,” I suppose) has the right to rule the world, how do we arrive at that goal? Even Rome did not conquer the entire known world, much less the entirety of the seven continents. I suppose if the United Nations were turned monarchical and halfway effective we might be in the ballpark, but the UN is in no way Roman. Perhaps Dante must be content with the first step of convincing people that this is a goal worth working towards at all.
In any case, I’m reluctant to try summarising his arguments or even quoting at length, since his syllogisms are so interdependent that it’s difficult to find a snappy quote that stands apart. Besides, it’s only ninety-four pages, so really, if you have any interest at all in the subject, this is a must-read book.
On a final, somewhat tangential note, in my post on the appeal of Mishima Yukio I speculated on why Dante may have included Cato at the gates of Purgatory in the Divine Comedy. My theory was that even though Cato committed suicide, he did so not out of despair but out of zeal for the rule of law. Sure enough, in the second book Dante briefly discusses Cato and says, in part, “in order to set the world afire with love of freedom, [Cato] showed the value of freedom when he preferred to die a free man rather than remain alive without freedom.”


That part of the sea cost had many submerged rocks and the sea itself particularly rough. Thus shipwrecks happened often. Some of the courageous people of the area would, then, venture into the sea and often they succeeded in saving many lives. So by and by they got more organized and even formed a rescue ‘association’, They put up a lookout post on the cliff overlooking the sea, and all the time someone or other would be on the shore looking for any ship in trouble. Thus they were able to save many and the ‘association’ became well known for the great humanitarian work they were doing. The membership grew as more and more people thought it prestigious to belong to it.
But ship wrecks, as you know do not happen every day. So to while away the time usefully and pleasantly, they would organize all kinds of social and recreational activities. To accommodate all the various activities, the humble ‘look out post’ was pull down and proper quarters fitting the prestige of the ‘association’ were also built. Not only, often the poor dying wretches salvaged from the sea dirtied and soiled the posh and immaculate ‘club buildings’. ‘They’ became more a nuisance. By and by these extraneous activities got priority and the original objectives were completely forgotten and given up.
Naturally it pricked the conscience of some of the genuine members who disassociated themselves and established a separate “lookout post’ as in the first instance and engaged themselves exclusively in rescue and salvage activities. By and by their heroic adventures became well known and the membership increased ………
The same story got repeated over and over and now the entire sea coast is dotted with prestigious “country clubs”, but scarcely any rescue mission.
Driven by the noble sentiments of mercy and compassion, charitable works are begun. The good works they do attract the attention of many who are happy to associate with such noble works. It grows and grows in membership as well as resources, which demands better organizational as well as administrative skills. Slowly paid professional organizers and administrators take over. Volunteers are replaced with employees.
The net result is that many, if not most, of the huge “charitable organizations” are very systematically and efficiently organized; and the administration eats away by far the major part of their collections.
There is an Indian saying, “Daridryamenthennu arinjavarke patil parakleshamenthennu arijnu koodu,” which in simple in understandable language translates to: “only the poor who have experienced privation understands the crunch of poverty on the poor.” WOE TO THE BIG ONES!


Printable Letter Spin Wheels
These letter spin wheels give children practice reading words with a given initial sound. Spinning the wheel will reveal a new word. A picture will display to help children identify the word. Suitable for kindergarten, preschool, prep, grades 1,2 and 3.
To make the Letter Sound Spin Wheels:
1) Cut out both wheels and the ‘window’.
2) Join them through their centre points using a drawing pin.
For best results, laminate both sheets or use cardboard.
Letter Sound Spin Wheels
The fun way to learn letter sounds!
Once your child has a strong grasp on letter sounds, the next step is working towards combining individual sounds. CVC words are a great way to practise this skill. For more spin wheels, check out our CVC word wheels.


Standards to Curriculum
Content Area Standards vs. Curriculum
The Nebraska content area standards describe the knowledge and skills that students should learn, but they do not prescribe particular curriculum, lessons, teaching techniques, or activities. Standards describe what students are expected to know and be able to do, while the local curriculum describes how teachers will help students master the standards. A wide variety of instructional resources may be used to meet the state content area standards. Decisions about curriculum and instruction are made locally by individual school districts and classroom teachers. The Nebraska Department of Education does not mandate the curriculum used within a local school.
Figure 1 (below) provides a model that shows the flow of how learning goals are established through Nebraska content standards and are then addressed through indicators and multiple levels of local curriculum decisions.
The top two tiers of this model––standards and indicators––are identified through Nebraska’s collaborative process of bringing educators and experts together from across the state; they provide goals for learning in each content area throughout a students’ K–12 education. At the local level, districts select or develop a curriculum that best meets the expectations of the content standards and indicators, as well as meets the unique needs of students and families in the local community. Curricula is selected at the local level and can vary significantly from school to school. Most curricula include pacing guidance, lesson plans, and instructional resources/materials (e.g. textbooks, etc.) to guide the organization and planning of units and lessons across the school year.
The third tier of this model, which encompasses classroom instruction and individual student needs, illustrates the increasingly critical role of teachers. Teachers know best the instructional strategies, approaches, and types of help that will support the particular needs of their students. Guidance and data provided by formative, summative, authentic, and diagnostic assessments help teachers identify gaps in student knowledge and skills. The identification of these learning gaps allows teachers to adapt their lessons and best help students learn the required content.
This information, including the references mentioned above, was taken from NDE’s Content Area Standards Reference Guide.


MBA 731, Problem Set #1
Due Date: After chapter 4 has been covered.
1. Suppose that the long-run world demand and supply elasticities of crude oil are -0.906 and 0.515, respectively. The current long-run equilibrium price is $30 per barrel and the equilibrium quantity is 16.88 billion barrels per year.
a. Derive the (linear) long-run demand and supply equations.
b. Suppose the long-run supply curve you derived above consists of competitive supply plus the quantity ...view middle of the document...
78 + 0.29p,
What must be OPECʹs level of production in this long-run equilibrium to maintain the price of $30?
2. Sweet Corn is a product of the Small Farmers Association. Producers in the area are able to switch back and forth between Corn and wheat production depending on market conditions. Similarly, consumers tend to regard Corn and wheat (bread and corn products) as substitutes. As a result, the demand and supply of Sweet Corn are highly sensitive to changes in both Corn and wheat prices.
Demand and supply functions for Sweet Corns are as follows:
QD = -1,450 - 25P + 12.5PW + 0.1Y
QS = -100 + 75P - 25PW - 12.5PL + 10R
where P is the average wholesale price of Sweet Corn ($ per bushel), PW is the average wholesale price of wheat ($ per bushel), Y is income (GDP in $ billions), PL is the average price of unskilled labor ($ per hour), and R is the average annual rainfall (in inches). Both QD and QS are in millions of bushels of Corns.
a. When quantity is expressed as a function of price, what are the Sweet Corn demand and supply curves if PW = $4, Y = $7,500 billion, PL = $8, and R = 20 inches?
b. Calculate the surplus or shortage of Sweet Corns when P = $1.50, $2, and $2.50.
c. Calculate the market equilibrium price, output combination.
3. Given Qd = 150 – 10P, find Q and P at which TR is maximized. Find P and Q at which: Ed >1, P and Ed


Can you believe it? The 4th of July is almost here! The 4th of July holiday is a time for families to gather together and celebrate spending time with one another. Barbecuing and shooting off fireworks are favorite holiday pastimes. While enjoying this much-needed family time, however, it’s important that we set aside some time to recognize the origins of this national holiday.
History Of The 4th Of July
The 4th Of July, officially known as Independence Day, is the day that we celebrate our nation’s official independence as a country. Leading up to The 4th of July, the thirteen colonies that had been established in the New World were fighting desperately to differentiate themselves from Britain. In conjunction with these efforts, the Founding Fathers had been working on the Declaration of Independence for some time. On July 2nd, 1776, they submitted the final draft for approval. On July 4th, the Continental Congress officially approved all of the wording and the document was signed.
As with all major movements in our country, the Declaration of Independence was met with some controversy. Some people (the Democratic-Republicans) were adamantly in favor of the Declaration, but others (the Federalists) were not. After the War of 1812, the Federalists party began to dissolve and the people who supported the Declaration began to far outweigh the people who did not.
Despite this growing popularity and support, it was not until 1870 (nearly one hundred years after the Declaration was signed) that Congress passed a bill officially recognizing Independence Day as a national holiday. (Fun Fact: this same bill also officially recognized several other national holidays, including Christmas.)
Happy Independence Day!


Since the dawn of personal computers, one premium brand has consistently stayed at the forefront in terms of ease of use, graphics, and other user-friendly features. This brand has been so successful that it almost defined what the personal computer is and can be right out of the box, shaping the expectations of millions of users. Other computers have imitated it, and followed in its wake as the company has gone on to reinvent the transistor radio, the cellphone, and bring Star Trek datapads to reality.
The company, of course, is Apple, and the line of PCs are the Macintosh. One thing all Macs have excelled at is security. Rarely have they been targeted by viruses or malware of any kind – unlike their Windows-run rivals, which face a constant onslaught. Win boxes require frequent updates of their operating systems, along with anti-virus programs that should be updated almost every day. Yet, many Mac users update theirs much more infrequently, and many do not bother with any anti-virus protection at all.
There have been a few breaches, the most significant several years ago. But why are Macs generally so secure? What is it about them that has kept them largely above the constant struggle that Windows machines endure? There’s no simple answer, but one key factor must be that due to differences in the operating systems, the viruses that can infect Windows PCs cannot infect Macs.
So most experts think the low market share is the main reason. Many more people use Windows, so it’s theorized it’s just easier for the bad guys to go after the low-hanging fruit than to craft malware for Apples. However, since Macs cost more than Windows machines and historically are often the machine of choice for creative endeavors, their users tend to be more affluent, which increases their appeal.
Experts also give credit to the underlying Unix basis of the modern Mac OS. This effectively sandboxes the software, preventing problems in one program spread to others. But these days, few core vulnerabilities are to be found in either operating system. Instead, the bad guys rely on weaknesses in third-party software and on tricking users to do their dirty work by installing it for them.
So now, at long last, Macs might be finally targeted by the bad guys – and not just any hackers, but the very same Russian state-associated group called APT 28 (along with many other names) associated with the hack on the DNC. This nasty piece of work, known as Komplex, arrives in a MS Word document file titled “U.S. Allies and Rivals Digest Trump’s Victory – Carnegie Endowment for International Peace.” When opened in a Word application configured to allow macros and if the user ignores a warning, it checks to make sure there is no Little Snitch firewall running. Then Komplex executes its tailored package, downloading the payload through a backdoor from a fake Apple site. Though this type of threat is believed responsible for crashing the Ukraine power grid, this malware seems mainly concerned with spying. It can steal passwords, take screenshots, and taking iPhone backups.
Since this is a targeted attack, most users don’t really have to worry much. But as this may be an opening shot in a wider cyberwar, it would not be a bad idea for Mac users to get into good security habits like their Windows-using compatriots. This is especially important as Apple appears to be overly-confident, leaving a number of weaknesses in OS X security. As with Windows, common attack vectors include Java and Adobe Flash functions in browsers as well as Word macros.
Doubtless, antivirus and security software should be used for Macs networked or running critical business operations. However, there are no clear answers for typical home users. Here’s what Apple says about Mac security, plus an independent list of 22 simple steps anyone can implement.
The bottom line is that while the average Mac user may not be at much risk, all users are collectively in danger. Whatever machine is used, making it more secure makes everyone more secure. After all, we’re all in this together.


- Bring your collage and materials to school tomorrow to work on in class.
- Bring any materials you need to work on your Plant I.D. project tomorrow. (You may need some form of technology)
1.) MATH: Complete p 8-11
2.) SCIENCE: Continue working on PLANT I.D. Projects
3.) ART / COLLAGE: Work on Collage. Bring all materials to school tomorrow.
4.) WORD WORK: Test Friday
5.) POST A RESPONSE:
- Watch the two videos posted below and combing information as well as your thinking!
- Paragraph topic: Orange Shirt Day (THINK ABOUTS - What is it? Why was it created? What do we have it? What happened? etc)
I can write a paragraph explaining what ORANGE SHIRT DAY is and why it is important to learn about residential schools and the messages this day re-enforces.
- The paragraph will have information, but will be a personal writing piece as you are adding in why you think it is importnat and what it means to you. (You can use this writing for your Alphabiograohy)
1.) Paragraph format (intro, body (supporting sentences), and conclusion
2.) In your body/supporting sentences, use some transition words like - For example, To illustrate, In addition to, etc.
3.) Include at least 3 supporting details from what you wrote .
4.) Check for the givens/conventions (spelling, capitals, punctuation, grammar, and sentence structure).
5.) Read at least one other paragraph and give your classmate a few things to improve on based on the above criteria.
6.) Edit/revise your original paragraph based on peer feedback or a self-assessment.
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