World War One Sites - The NETWORLD Database
Austro-Hungarian Military cemetery Hochgränten, East Tyrol, Austria
The Hochgränten military cemetery was laid in 1915 by Austro-Hungarian soldiers. It contains the graves of four riflemen who lost their lives on 6 September 1915 on the ridge between the Hochgränten Joch and the Hollbrucker Spitz. The graves are decorated by wrought iron crosses and an obelisk with a cross and inscribed panel. The cemetery itself is surrounded by a stone wall with wrought iron chains and lattice doors.
Type of WWI-heritage
- Military cemetery
The Austro-Hungarian military cemetery Hochgränten (2,429 m) in the Carnic Alps (Karnischer Kamm, borough of Kartitsch, cadastral commune of Hollbruck) consists of an area of approximately 4 x 3 metres. The cemetery is the highest-situated military graveyard in the eastern Alps.
State of repair/preservation
The Hochgränten military cemetery is in relatively good condition and is maintained by the Austrian Black Cross as part of the War Graves Commission.
Historical WWI Context
The Hochgränten military cemetery is situated near the Hochgräntenjoch on Karnischer Kamm (Carnic Ridge). Near to the Hochgränten Lake in this region, Austro-Hungarian troops established this military cemetery in 1915 in which soldiers are buried who lost their lives during the battles in this sector. The cemetery still contains the graves of four riflemen.
The Karnischer Kamm formed a section of the so-called Southwestern Front – the front situated between Austria-Hungary and Italy from May 1915 onwards. It stretched over a length of around 600 kilometres in a linear distance from the Swiss border to the Adriatic coast. Italian, Austro-Hungarian and German soldiers faced each other on this part of the front mainly between 1915 and 1918, primarily in high-Alpine terrain and usually at an altitude of 2,000 to 3,900 metres above sea level. In 1915, soldiers on both sides initially had to make the complete terrain suitable for military operations. Apart from a few mountains made accessible for tourists and trails used by the local population in summer for cattle driving, hardly any well-developed paths or tracks existed between the Ortler (3,899 m) near to the Swiss border and the Julian Alps.
To enable Austria-Hungary to control the region of the front, the area was subdivided by their army into several administration units. Border sector 10 for example consisted of several border sub-sectors (GUA), and these in turn consisted of battle sectors (KA): GUA 10a consisted of the battle sectors Ruffredo, Gemärk and Landro (later called Schluderbach), GUA 10b of battle sectors Zinnenhochfläche, Fischleintal, Burgstall and Hornischeck/Hornischegg (known as “Seikofel” from 23 June 1915), and GUA 10c of the battle sectors Eisenreich and Filmoorhöhe. While border sub-sector 10a continued to be under the command of Field Marshal Lieutenant Ludwig Goiginger, the two border sub-sectors 10b and 10c came under the responsibility of the 56th Mountain Brigade from November 1915 and the command of General Major Karl Englert.
The front on the Karnischer Kamm belonged to border sub-sector 10c, had a length of approximately 30 kilometres and stretched from Hornischegg/Mt. Arnese (2,550 m) to Steinkarspitz/Mt. Antola (2,524 m) in the East. From 1916 onwards, border sub-sector 10c was administrated as a border sector and subdivided into battle sectors I: Hochgränten, II: Obstans, III: Filmoor/Leiten and IV: Obertilliach. The most northerly area of the Kreuzberg front was integrated into battle sector I: Hochgränten. From October 1916 the official name of border sub-sector 10c became “Karnischer Kamm”.
State of legal protection
The Hochgränten military cemetery is heritage-protected.
No information available.
Kind of cultural use of WWI
The Hochgränten military cemetery can be visited for free and is situated on the long-distance hiking route Karnischer Höhenweg (no. 403), also called the Trail of Peace ("Via della Pace"). The trails of peace were set up by the Austrian Dolomitenfreunde association in the 1970s.
The “Open-Air Museum of the Mountain War 1915–1917” on the Plöckenpass can be visited for free.
Entry must be paid to the “Museum 1915–18. From the Ortler to the Adriatic Coast” in Kötschach-Mauthen that focuses on the history of World War One in the mountains.
The Hochgränten military cemetery can be visited for free.
The “Museum 1915–18. Vom Ortler bis zur Adria” (From the Ortler to the Adriatic Coast), Kötschach-Mauthen
Season runs from 15 May – 15 October
Opening times during the season:
Monday to Friday 10am–1pm and 3pm–6pm
Saturday, Sunday and bank holidays 2pm–6pm
Visits by groups are also possible with appropriate pre-registration outside of opening times.
The Hochgränten military cemetery can be visited for free.
Information regarding cities, villages, other touristic attractions (non-WWI) nearby
Region Karnische Alpen: www.karnische-alpen.com
Mountain climber villages: www.bergsteigerdoerfer.at
City of Lienz: www.lienz.gv.at
City of Spittal at Millstättersee: http://www.millstaettersee.com/de/region-orte/spittal-drau/spittal-drau.html
The public traffic network (trains and buses) connects the communities in Lesachtal along Karnischer Kamm with the towns of Lienz in the West and Spittal in the East.
Further information sources
Österreichisches Schwarzes Kreuz (Hg.), Kriegsgräberfürsorge. Dokumentation, Wien (2012).
Gabriele & Walther Schaumann, Unterwegs vom Pustertal zum Plöckenpass. Auf den Spuren der Karnischen Front 1915–1917, Klagenfurt (2003).
Gabriele & Walther Schaumann, Unterwegs vom Plöckenpass zum Kanaltal. Auf den Spuren der Karnischen Front 1915–1917, Klagenfurt (2004).
Gabriele & Walther Schaumann, Unterwegs zwischen Save und Soča. Auf den Spuren der Isonzofront 1915–1917, Klagenfurt (2005).
Christian Terzer, Frontstellungen im Hochgebirge. Das Projekt Karnischer Kamm, in: Österreichische Zeitschrift für Kunst und Denkmalpflege, Ort - Erinnerung - Denkmal. Relikte des Ersten Weltkriegs, Heft 3/4 (2015), S. 262–271.
Julia Walleczek-Fritz & Peter Fritz: Ascend-Apprehend-Aspire. The First World War along Carnic Ridge between Sexten and Plöckenpass, Kartitsch/Sexten (2015).
Ludwig Wiedemayr, Weltkriegsschauplatz Osttirol. Die Gemeinden an der Karnischen Front im östlichen Pustertal, Lienz (2007).
Other heritage sites nearby
- Trail of Peace / Karnischer Höhenweg in the Carnic Alps, East Tyrol and Carinthia, Austria
- Prinz-Heinrich Memorial chapel, East Tyrol, Austria
- Open-Air Museum of the Mountain War 1915–1917, Plöckenpass, Carinthia, Austria
- Austro-Hungarian Military cemetery Kreuztratte, Plöckenpass, Carinthia, Austria
- Chapel of Peace at Zollnersee, Carinthia, Austria
- Outdoor Museum Ravelnik, Bovec, Slovenia
- Austro-Hungarian Military Cemetery Log pod Mangartom, Slovenia
Museums Private Collections
“Museum 1915–18. Vom Ortler bis zur Adria” ( (From the Ortler to the Adriatic Coast), Kötschach-Mauthen (Carinthia)
Austro-Hungarian Military cemetery Hochgränten, East Tyrol, Austria46.69008890065852 12.43976816722568 fileadmin/res/images/layout/standar-marker.png


In response to the repeated requests from area farmers for Rudolf Steiner to provide guidance on how they could reverse the trend of soil degradation and reduced yields, Steiner gave an eight-part lecture series on agriculture. These lectures outlined principles to improve soil and plant health; afterwards they became the basis of biodynamic farming. Steiner offered a perspective on trees that was rather radical for his time in 1924. Still today, a reading of his lectures continues to provide a unique and refreshing understanding of Earth’s largest and oldest life forms — trees. This presentation focuses on two concepts introduced by Steiner: the interconnectedness of trees to their soil environment, and the tree consisting of herbaceous plants “rooted” to the branches and trunk of a tree. An understanding of Steiner’s description of trees can deepen anyone’s relationship with trees. The principles outlined, nearly 100 years ago, are still relevant today for homeowners addressing soil degradation and plant disorders in residential landscapes.


Discourses Analysis by a Decolonial Perspective
In the last years in Latin America, the decolonial perspective has been growing up to analyze discourses in qualitative research. This theoretical, methodological, and epistemological way to deconstruction has done an interesting way to analyze social topics. Some authors like Dussel, Quijano, etc. have done the bases about this decolonial regard, which provides Latin American researchers a way to analyze social problems taking the North Global theories but also increasing them with our decolonial perspective. We call it the South Global regard. It is not only to know that the classifications and qualifications of the north global reproduce the inequalities in the material life, but also the theoretical and epistemological way to analyze it. The decolonial theory, used also to analyze discourses, gives the possibility to understand people’s feelings, emotions, and sensations; meanwhile, words are given in the speeches, interviews, participating observation, focus group, etc.
Keywords: qualitative research, discourses, decoloniality
This chapter gives an account of one of the perspectives framed in the Latin American critical theory around the processes of research: decolonial perspective. This theory, emerged at the end of the last century, has been generating more and more theoretical-methodological, ethical-political, and epistemological inputs, which have allowed to address reality in a social-historical framework from the Global South. The concepts of Global North and the Global South refer, more than to territorial delimitations around the northern hemisphere and the southern hemisphere of the globe, to epistemic demarcations in the production of knowledge of societies that have been colonizing or colonized and the power that this provides in the apprehension of knowledge and deconstruction of reality particularized and mediated by it. This epistemic break enhances the recognition of reality from a perspective that deconstructs the coloniality/modernity of the Global North, which has been internalized as absolute truth.
The logic of the exposition goes to the presentation of decoloniality as a theoretical-methodological approach to carry out the analysis of discourses and, substantially, to analyze them reflexively from a perspective that breaks the instituted and normative of the heterogeneity of the “should be.” In this way, this decolonial turn is presented in his short history, to later reflect on the power that it has in the analysis of discourses.
2. Becoming of the modernity/coloniality group
In the mid-90s of the last century, various Latin American authors of social and human sciences began to meet in university spaces, such as Enrique Dussel, Aníbal Quijano, Walter Mignolo, Ramón Grosfoguel, Nelson Maldonado, and several others. These spaces would come to be the so-called Modernity/Coloniality Group. This generated the power of a collective feed through the analysis of reality from the particularities of a Global South colonized on the plane of being and thinking by a Global North in constant expansion.
For the presentation of this shallow development, the publication of Castro-Gómez and Grosfoguel  is taken as the main source.
In 1996, the Peruvian sociologist, Aníbal Quijano, worked at the State University of New York (SUNY), in Binghamton, with Immanuel Wallerstein, who at the time was the director of the Ferdinand Braudel Center in Paris. Both authors were recognized in the international sphere since the 70s for their productions around the Theory of Dependence and System-World Analysis. By this time, Quijano participated in the seminars organized by the “Coloniality Working Group”, directed by Kelvin Santiago, in which the Puerto Rican Grosfoguel also participated. Afro-Caribbean thinker Sylvia Wynters was also a part of that group, well-known in the United States for her work on colonial heritages.
In 1998, Edgardo Lander, a sociologist based in Venezuela, organized an event in Caracas, where Mignolo, Escobar, Quijano, Dussel, and Coronil were invited. From that event came one of the most important books produced by the group: “The coloniality of knowledge: Eurocentrism and social sciences”, published in Buenos Aires in 2000. Also in that year, Grosfoguel and Quijano organized in Binghamton the international congress “Transmodernity, historical capitalism, and coloniality: a post-disciplinary dialogue”, where Quijano, Wallerstein, and the Argentinians philosopher Enrique Dussel and semiologist Walter Mignolo participated. It was at this congress that Dussel, Quijano, and Mignolo met for the first time to discuss their approach to colonial legacies in Latin America, in dialog with Wallerstein’s world-system analysis. Dussel was known in Latin America for being one of the founders of the Philosophy of Liberation in the 70s, while Mignolo was beginning to be recognized in the growing circle of postcolonial studies as a result of his book “The Darker Side of the Renaissance.”
In 1999, the Binghamton group organized the event “History Sites of Colonial Disciplinary Practices: The Nation-State, the Bourgeois Family and the Enterprise”, where the dialog with the postcolonial theories of Asia, Africa, and Latin America was opened. In this event, Vandana Swami, Chandra Mohanty, Zine Magubane, Sylvia Winters, Walter Mignolo, Anibal Quijano, and the Venezuelan anthropologist Fernando Coronil participated. On the other hand, Oscar Guardiola and Santiago Castro-Gómez organized, with the support of the Pontificia Universidad Javeriana, the International Symposium “The restructuring of the social sciences in the Andean countries.” Argentinean semiologist, Zulma Palermo, and German Romanist, Freya Schiwy, also joined. This event served as a catalyst for everything that had been happening in the other nodes of the network. From this activity, an academic cooperation agreement was signed between the Javeriana University of Bogotá, the Duke University, the University of North Carolina, and the Andean Simón Bolívar University of Quito to organize activities and publications on the subject of the geopolitics of knowledge and coloniality of power. From these spaces arise two books that will be the first publications of the group: “Think (in) the interstices, Theory and practice of postcolonial criticism” (1999) and “The restructuring of social sciences in Latin America” (2000).
For the beginning of the present millennium, the confluence of the System-World Analysis and the Latin American Theories on Coloniality were directed toward the production of knowledge of a new way of being and thinking. In the year 2000, Grosfoguel organized in Boston the conference corresponding to the 24th edition of the PEWS “Political Economy of the World-System,” inviting the Colombian philosophers Santiago Castro-Gómez and Oscar Guardiola Rivera, of the Thinking Institute of the Javeriana University. At that time, a new node of the network in Colombia was also being formed, based on the activity generated by Santiago Castro-Gómez at the Institute of Social and Cultural Studies Pensar.
In 2001, a first group meeting was organized, where the progress made from the different spaces that were working on the theme was discussed. The event meeting was organized by Walter Mignolo at Duke University under the name “Knowledge and the Known”, which was also joined by the Bolivian cultural theorist Javier Sanjinés and the American linguist Catherine Walsh, professor at the Andean University Simón Bolívar.
In 2002, the second meeting of this group was held in Quito, by Catherine Walsh. Here, a dialog was established with indigenous and Afro-American intellectuals from Ecuador. This meeting produced the book “Indisciplinary Social Sciences. Geopolitics of knowledge and coloniality of power,” edited by Catherine Walsh, Freya Schiwy, and Santiago Castro-Gómez.
In 2003, the third meeting of the group was held at the University of California (Berkeley), this time organized by Grosfoguel and Saldívar. In that moment, the Puerto Rican philosopher Nelson Maldonado-Torres joined the group. The result of this meeting was the book “Unsettling Postcoloniality: Coloniality, Transmodernity and Border Thinking,” published in 2007.
In 2004, the fourth meeting of the group “Modernity/Coloniality” was organized by Grosfoquel, Maldonado-Torres, and Saldívar in the University of California. The main topic was the decolonization of the American empire in the twenty-first century. In this instance, the group begins a dialog with the Afro-Caribbean philosopher, Lewis Gordon, (president of the Caribbean Philosophy Association) and the Portuguese sociologist, Boaventura de Sousa Santos , one of the most important organizers and theoreticians of the World Social Forum. The book “Latins in the World System: Decolonization Struggles in the 21st Century US Empire” (published in 2005), and the volume edited by Ramón Grosfoguel in an academic journal directed by Immanuel Wallerstein, entitled “From Postcolonial Studies to Decolonial Studies”. In the same year, a few months later, the fifth meeting of the group was held by Escobar and Mignolo under the name “Critical theory and decoloniality.” The publication “Globalization and Decolonial Thinking” arises.
In 2005, the sixth meeting of the group was held in Berkeley, called “Mapping the Decolonial Turn”, by Maldonado-Torres, and coordinated together with Grosfoguel and Saldívar. It counted with the participation of members of the Caribbean Philosophical Association and a group of Latin American, African-American, and Chicano intellectuals.
In 2006, the seventh meeting was held in Quito, organized by Catherine Walsh.
In the following decade, the Modernity/Coloniality Group continued to produce knowledge about the epistemic turn of the Global South, generating the most diverse accessions and critical reproductions of this analytical-reflective proposal of social reality.
3. The conceptual/theoretical framework: the decolonial turn and the discourses analysis
3.1. The decolonial turn
This new matrix of analysis distanced itself from postcolonial studies of the time, which had emerged from French poststructuralism instead of “the dense history of decolonial planetary thought”1 (Mignolo in , p. 27). In these postcolonial studies, the concept of “truth” (aletheia), widely discussed, analyzed, formulated, and reformulated by the theorists of the Global North, continued to appear from a colonial totality, there being no space for “the traces of the colonial wound from which it weaves decolonial thinking. Gates that lead to another type of truth whose foundation is not the Being, but the coloniality of the Being, the colonial wound” (p. 29). The postcolonial postures ended up reproducing with their positions the same logics of location of an “outside” (barbarian) and an “inside” (civilized) own of the Global North. This continued to classify and qualify subjects according to their social and global space of origin, so it was more of a “chronicle of an announced death” than of the possibilities of projecting themselves singularly and collectively of those who were born and lived in the Global South.
In contrast, the called “decolonial turn” proposed since the beginning “the openness and freedom of thought and ways of life-other (economies-other, political-other-theories); the cleanliness of the coloniality of being and knowledge; the detachment of the rhetoric of modernity and its imperial imaginary “ (Mignolo in , p. 30). Its reason for being was the colonial matrix of power, and in its deconstruction, the decoloniality of power. This begins to recognize that coloniality was (and it is) one of the substantial forms for the global logics of distribution of power in the capitalism of modernity, where “all social-historical phenomenon consists of and/or expresses a relationship social network or a mesh of social relationships” in a field of relationships that transcends it (Quijano in , p. 103). Here is the concept of social-historical totality. From this perspective, modernity is understood in decolonial terms:
In this sense, Mignolo () suggests that conceptualizing coloniality as constitutive of modernity implies positioning itself from a decolonial perspective. Modernity, in its phenomenal2 discursive anchoring of the rhetoric of salvation and progress, does not offer greater margins of objectification before the ideological components that make it up, nor concretions in an asphyxiating global capitalism for most of the people. The various forms that today are added to the expression of the “social question”3 are hardly understood within the framework of coloniality “hidden under the rhetoric of modernity” (p. 26), and in its systematic and naturalized reproductions of a unique truth of the rationality of modernity.
As stated by Maldonado , the decolonial attitude provides the basis for what he calls decolonial reason. These (attitude and reason) are substantial in this “decolonial turn.”
It is considered that recognizing the social framework in which the people (singular and collective subjects) unfold in a universality that accounts for a historical-social totality enables one to think about their particular and singular realities beyond the phenomenal. Further, Quijano (In ) raises its decolonial court also through its distance from the Hegelian totality; personally, it is understood that the analysis that this author makes at this specific point may have other reflective edges. A social-historical totality is thus proposed in the dialectic of the universal-particular-singular for the understanding of the singular and collective reality of people within the framework of specific and generic territorial contexts mediated by ideological logics that transcend their daily lives. Hence, the objectification process that is achieved through research is key to the materialization of what the knowledge apprehended generates for this analysis of reality.
This decolonial perspective gives power to the social and human sciences of today, since it allows thinking and producing knowledge about the long-term processes that cross-section people in the disputes over the “control of the basic areas of social existence and from whose results a pattern of power distribution centered on relations of exploitation /domination/conflict between the population of a society and in a given history is configured” (Quijano in , p. 114). This allows thinking and rethinking reality transcending the “unique thought” of coloniality/modernity.
Taking the theoretical-methodological, ethical-political, and epistemological foundations of decoloniality, it is presented below what the analysis of discourses from decoloniality would be, in the overcoming of master-slave relations in a historical-social framework that contains both (who investigates as who is the subject of the investigation).
3.2. The discourses analysis
The awakening of the Global South before the internalized ideologies of the Global North was a fundamental point to generate new ways of understanding reality, and to investigate and intervene in it. These forms of apprehension of reality are far from the concretions of capitalism in the daily people and communities lives.
How to investigate from a decolonial perspective when what is demanded in the academy is clearly the opposite? How to overcome colonial logics that generate gaps between “us” and “others” so that it is possible to objectify oneself in the historical-social totality? It is believed that the social and human sciences of today are conditioned by a context of exercise and power logic of big capital (colonial/modern), and it should not throw away the objectification that is achieved from the delimitation of the research object from theoretical-methodological, ethical-political, and epistemological frameworks “others.” That exercise is learned, strengthened, and expanded (or constrained) from the “think” spaces of the academy.
Research from a decolonial perspective enables to generate knowledge and provides tools to achieve real processes of objectification in the subject-subject relationship. This is considered substantial since the colonial forms of power in modernity have been in charge of “dividing the world between hierarchies of lordship and different forms of slavery based, no longer on ethnic or religious differences, but more properly on presumed natural differences, this is, anchored in the very corporality of subjects considered as not entirely human” (, p. 65). It is a struggle against the required forgetfulness of people relegated to non-existence in this modern/ colonial and global world, in a relationship identified as master and slave: “The turn-decolonial refers to the moment when the suspicion of the slave remains ratified and alters the consciousness of the slave in a global way. To the reason of the colonizer invested with lies, is opposed in this case a des-colonizadora reason (reason des-colonial) that is opposed to the lie and modern/colonial hypocrisy.” (, p. 70). It is considered that the production of knowledge from the decolonial perspective allows: on the one hand, to transcend the phenomenal and generate analytical-reflexive detours necessary for the analysis of reality; and, on the other, to find the substance of the problems in a round trip with the “others.” Thus, the power of the decolonial perspective as a theoretical-methodological framework enables us to work with people in their various concretions to overcome relations of inequality, classifications, and power logics of colonial modernity. Who investigates from the Global South must have the clarity that is before a modernity/coloniality metamorphosed discursively in concepts (like rights and citizenship) that continues reproducing the logics of power of always.
Based on what has been raised about decoloniality, the relationship between the researcher and who is the subject of the research changes epistemic and methodological substance, giving rise to the potential to generate analytical tools that account for this substance. In this context, the analysis of the discourses comes to contain a strong implication in the reflection on what was said and not said, how it was said and the sensations and perceptions that mediate the people, who are raising their experiences, their pains, their joys, their expectations, etc. In this way, the breakthroughs that this decolonial perspective generates in the analysis of discourses for the social and human sciences are presented:
- Relationships comprised in decolonial power logics (based on subject-subject relations and joint processes of objectification) that overcome the colonial (diverse and metamorphosed reproductions of inequalities).
- Recognition of a historical-social totality as a field of research, where the overcoming of the logic of modernity/coloniality anticipates the knowledge.
- Ethical exercise in research processes that generate knowledge from both: the subjects who investigate and the subjects of research.
- To know part of a societal framework that contains and expands singular and collective pains of hegemonic logics of big capital, which violent symbolically and/or literally, and that only in the encounter in and with the others there is the power for change it.
These aspects generate the possibility of intersubjective relationship between the researcher and who is the subject of the research, analyzing the discourses not only from the spoken word, but incorporating sensations, perceptions, emotions, etc. framed in a social-historical context. Recognizing parts of a network that produces and reproduces the logic of modernity allows us to analyze these discourses by grounding the belief of an absolute truth (aletheia), and relocating them in collective historical processes of social pains generated by the imposed coloniality.
In this sense, it is imperative to distance oneself from the internalized colonialities imposed by a “unique” scientific knowledge from the Global North for the analysis of a dissimilar societal framework such as that of the societies of decoloniality. As Zimmermann says, with this decolonial turn, they are enabled and share “arguments about scientific knowledge, freed from Western modern rhetoric, that is, from science or knowledge subject to norms and formalities, giving voice to other covert cultural interpretations, colonized and discredited as primitive or mystical, by modern rationality” (, p. 3). The discourses and their analyses are generated and interpreted based on the recognition embodied in each of the colonized subjects of the Global South, focusing on certain aspects and leaving aside dissimilar ones from the logic of power and analysis of colonial modernity. It is committed to the “ideological and socio-cultural positioning, which supposes an ethical attitude of respect to man in all his cultural expressions, of care of the values that improve him, and opposed to the global social injustice that corresponds to a global cognitive injustice” (, p. 3). Value and meaning are given to “other” issues that are not registered from coloniality because they focus on their modern “truths.”
In this framework, the language becomes a core substance in this analytical logic, since it enables to reconstruct the social and cultural reality of the subjects through the meaning given in the interaction generated by one and another subject of the enunciation: “the language builds social reality, interacts with culture, and produces with writing and reading how we see, understand and value the world, subjects and their relationships” (, p. 4). With language, reality is created, which accounts for the societal framework of the moment as a synthesis of the social-historical totality that is singled out in the communication processes displayed by the subjects in discursivity. Throughout this process, subjectivity becomes a constitutive part, and therefore, the analysis of discourses that is mediated by decoloniality enables us to recognize subjects in their space, historical time, becoming, taking into account that from the epistemological point of view, a break with the colonial logics of the speeches and their interpretations. The questions imposed by the rationality of modernity/coloniality are no longer a substance of analysis, but the focus will be placed on the subject framed in its singular and collective history, where the analytical categories do not reflect the absolutes of the modern “truth.”
From decoloniality, language is substantial in the framework of the social historical totality that accounts for its materialization, as well as grammatical reflection, which “returns to the first meanings to understand the ideological content of discourse, although processes and structures, evaluations or social roles are only legible if we attend to a deep or crypto-typical level of pattern formation where these structures are installed” (, p. 5). Thus, the analysis of discourses from the decolonial view recognizes human diversity as inexhaustible, so that the epistemology mediated by its analysis is self-referential and procedural, that is, constantly questioning and distancing itself from conceptual and political instruments that do not lead to a rhetoric of the discursive interpellated by language and writing. This is possible by taking distance from the absolute truths of modernity/coloniality, where modes of thinking and acting are homogeneous. The Global South is committed to an analysis of discourses from a decoloniality, where the subject who investigates and the subject of research work together for an exploration of internal and counter-hegemonic plurality.
Likewise, the concretion of the language displayed in the speeches is expressed through writing, which also contains ideological components that cross it out, since “it brings the language to consciousness, makes it possible to structure, categorize and discipline, through two critical properties of grammar: nominalization and grammatical metaphor” (, p. 6). The grammatical terms require to be deconstructed in an ideological process that contains and expands them, which is present in the way of expressing and understanding the discourses.
In this way, both the subject who investigates and the subject of the investigation pass through the encounter of the discursive in an imprint that must be located in the social historical totality, on the one hand, and in the singularized concretions that give substance to reality. The way in which this is expressed in the writing is preoccupied with ideological components that the researcher must retrace to avoid falling into false ethnocentrisms typical of colonial modernity. Through the analysis and exposure of economies “others,” subjects “others,” ideologies “others,” a process of discourse analysis is formed from the decoloniality of power and knowledge, with a view to meeting both the subject (singular or collective) as with the object in the process of delimitation.
In synthesis, the proposed decolonial turn as a theoretical-methodological and epistemological frame of reference for the analysis of discourses leads to “other” encounters between subjects that, on the one hand, on the plane of being reproduce in everyday life ways of being, being, feel and think proper to decoloniality, and, on the other hand, on the plane of thinking, enables the epistemic break with the colonialities imposed ideologically, culturally, and symbolically. From the decoloniality of discourses, in the comprehension of their boundless heterogeneity, analytic-reflexive detours are generated, where language is a substantial point as a construction of reality.


The graphical interface to GENESIS is provided by XODUS, the X-windows Output and Display Utility for Simulations. This interface is provided by graphical objects (called ``widgets'') which can be used to create elements that are treated like other GENESIS elements. These are discussed in detail in ``The Book of GENESIS'' and in the documentation for the individual XODUS objects and commands, so we will give only a brief overview here.
The table below lists the basic XODUS widgets used to create labels, buttons, toggles, dialog boxes, and for the display of bitmapped images and text.
|xbutton||A button which executes script actions from mouse clicks.|
|xdialog||A dialog box containing a text string.|
|xform||The window containing other graphical elements.|
|ximage||Displays a GIF format bitmapped image inside a form.|
|xlabel||A rectangular label containing a text string.|
|xtext||A widget for the display and editing of text.|
|xtoggle||Maintains toggle state and executes actions from mouse clicks.|
The form, created from the xform object, is the container for all other graphical elements. Although the position of an element in the element hierarchy is arbitrary for other GENESIS elements, widgets which are to be displayed in a form must be children of the parent form. The following example creates a graph and three buttons within a form:
create xform /data create xgraph /data/voltage create xbutton /data/RESET -script reset create xbutton /data/RUN -script "step 100" create xbutton /data/QUIT -script quit
As described in Messages, a message from another element would be used to send values to the graph for plotting.
Note the use of the ``
-script'' option to set the
script field of the xbutton to the string representing the
statement to be executed when the button is clicked upon. Most of the
XODUS widgets (except for xform) also execute script actions in
response to mouse clicks. These are described under
XODUS Mouse Clicks.
Other fields (described in the documentation for the particular widget or listed with the showobject command) are used for setting background and foreground colors, label strings, fonts, and other properties of the widget. In addition, there are fields for specifying the geometry of the widget, i.e. its location and size. In the example above, the default values were used.
The horizontal and vertical positions and the width and height of an
XODUS widget are specified by the four geometry fields xgeom,
ygeom, wgeom and hgeom. These fields may
be set at any time with the setfield command. You may also set them
when the widget is created, by using the options ``
-wgeom'' and ``
a shorthand notation, and for backwards compatibility with previous
versions of GENESIS, these four geometry values may be given in square
brackets as ``[xgeom,ygeom,wgeom,hgeom]'' at the time the widget is
created. For example,
create xform /form [10,10,400,100] create xbutton /form/QUIT [0,20,,50] -script quit // use default wgeom
When given as numbers, these values represent the (x,y) coordinates and the width and height of the widget, measured in pixels. For forms, the coordinates are measured relative to the upper left-hand corner of the screen. For other widgets, they are measured relative to the interior upper left-hand corner of the form which contains them. The ygeom coordinate is measured downwards. A percent sign may be used after a number to indicate that it represents a percentage of the screen or form dimension, instead of a pixel value.
These conventions are used for the basic widgets described above, as well as for the draw widget varieties described below.
It is also possible to specify the geometry of a widget with respect to that of the parent form or another sibling widget using a notation of the form ``offset:reference.edge''. Here, ``offset'' is a pixel value or percentage, as before. ``reference'' may be ``parent'' (meaning the parent element -- usually the form), ``last'' (the most recently created widget), or the name of a sibling widget. The ``edge'' may be ``left'', ``right'', ``top'', ``bottom'', ``width'', or ``height''.
When used with xgeom or ygeom and a parent reference, left, right, top and bottom will place the child's corresponding edge a given distance in from the given edge of the parent. For a sibling, the child's opposite edge is placed a given distance away from the given edge of the sibling.
When specifying a wgeom or hgeom, and giving a parent reference, left, right, top and bottom will set the dimension of the child such that the widget right or bottom edge will be the given distance from the given edge of the parent. A width edge sets the dimension to the value given while a height edge sets it to the parent height less the given value. For a sibling, left, right, top and bottom will set the dimension of the child such that the opposite edge of the widget will be a given distance from the given edge of the sibling. For width and height edges the dimension is set to the sum of the siblings width/height and the given value.
Note that some combinations of references and edges result in nonsensical geometry specifications which may cause errors.
In cases where a complete geometry value is not given, default values are assumed. When no geometry is present the defaults are:
|hgeom||<default height for widget>|
When a value is given, then the reference widget defaults to parent and the reference edge defaults to:
|xgeom||left for a parent ref, right for a sibling ref|
|ygeom||top for a parent ref, bottom for a sibling ref|
These combinations are best explained with some examples:
create xform /form [10,10,400,200] xshow /form // make it visible // make a 100 x 50 pixel label, 100 pixels from the form left edge create xlabel /form/label -xgeom 100:parent.left -wgeom 100 -hgeom 50 create xbutton /form/button // full width button below the label (default) // put button's right edge 10 pixels left of the label and reduce width setfield /form/button xgeom 10:label.left wgeom 70 // increase the height of the button to 80% of the label height setfield /form/button hgeom 80%:label // ".height" is assumed // change the button height to 30% of the label width setfield /form/button hgeom 30%:label.width // put bottom of button 50 pixels below top of label setfield /form/button ygeom -50:label.top // add a toggle 5 pixels to the right of the button create xtoggle /form/toggle -xgeom 5:last.right -wgeom 100
In addition to the basic widgets described above, XODUS provides a set of more advanced graphical objects based upon the draw widget. A draw widget may be thought of as a window into a three dimensional space for the display of graphical objects called pixes. Draw widgets are displayed inside of forms, and pixes are displayed inside of draws, using the element hierarchy ``form/draw/pix''. The draw widget provides for coordinate transformations of the pixes, including pan, zoom, two dimensional projections into a given plane, orthographic and perspective projections. These transformations may be controlled by keyboard commands as well as by setting fields of the draw widget. Further details are given in the documentation for xdraw .
The graph widget (described in the documentation for xgraph ) is a specialized form of draw widget for the display of plots and axes. In addition to the transformations provided for draw widgets, it allows additional transformations for rescaling axes and the displayed plots.
The table below summarizes the varieties of draws and pixes that are currently available.
|xaxis||Makes axis for plots -- automatically created by xgraph.|
|xcell||Similar to xview, but specialized for compartmental cell display.|
|xcoredraw||The core class from which other draw widgets are subclassed.|
|xdraw||Main object class for the display of pixes, with transforms.|
|xdumbdraw||Simple example window for the display of pixes.|
|xfastplot||High-speed graphic display similar to an oscilloscope|
|xgif||Draws GIF format images as a pix inside a draw.|
|xgraph||Specialized draw widget for the display of plots.|
|xpix||Basic object for drawing graphical objects (pixes) in 3-D space.|
|xplot||Displays plots within a graph -- created by messages to xgraph.|
|xshape||Pix used for drawing shapes -- often used for icons.|
|xsphere||Example pix which draws a filled circle.|
|xtree||Displays and manipulates elements and their messages.|
|xvar||Uses shapes to display numerical values with color, size, etc.|
|xview||Like an array of xvars, displaying multiple points in 3-D space.|
When a form is first created, it is not visible. GENESIS has several commands affecting the display of forms. Other commands are specific to certain XODUS widgets. The table below lists the commands used with XODUS.
|pixflags||Alias for xpixflags.|
|setpostscript||Alias for xps.|
|xcolorscale||Sets the color scale for mapping numerical values to color.|
|xflushevents||Forces XODUS to go through the queue of pending events.|
|xgetstat||Returns 0 if XODUS has not been initialized.|
|xhide||Hides a form and its contents.|
|xinit||No longer necessary in GENESIS 2 (does nothing).|
|xlower||Moves a form below any other forms or windows.|
|xmap||Like xshow, but does not put form on top if it is not hidden.|
|xpixflags||Describes set of flags which determine properties of pixes.|
|xps||Sets parameters for postscript output of widgets.|
|xraise||Moves a form on top of any other forms or windows.|
|xshow||Shows (displays) a form and its contents.|
|xshowontop||Alias for xshow (for backwards compatibility).|
|xsimplot||Plots data from a file to a graph.|
|xtextload||Loads muliple lines of text into a text widget.|
|xupdate||Forces an update of the display of pixes within a draw.|


by Loreena Thiessen
Which is your favourite cookie? Oreos? Chocolate chip? Peanut butter?
Would you eat only cookies if you could? All day? Every day?
What would happen if you did? Your body would feel unbalanced. You would need something more.
To be balanced means to have the right amount of different things. Your body needs a balance of different foods, fruits, vegetables, protein, grains, and dairy, like milk or yogurt. Together these foods have what your body needs to be healthy and grow.
To be your best you need balance in everything you do. In one day you play some of the time. You stop to eat lunch and supper. You need time to clean up, to get dressed and walk to school. You need time to do your homework, and get your chores done, perhaps clear the supper dishes and load the dishwasher. You can’t do only one thing. To be your best you must balance your time and your activities.
You can find balance all around you. Every morning the sun comes up, the sky gets brighter and birds begin to sing. And each evening the sun sets, the sky darkens and the birds grow silent. The balance of night and day is a pattern, day follows night and night follows day.
Seasons follow a pattern too. Cold weather follows warm. After summer there’s fall, then winter and spring, and once again the warm summer.
It’s easy to see pattern in flowers. Take the daisy. Its white petals grow in a circle around a yellow centre. The petals of the sunflower circle a bed of seeds like the rays of the sun. The rosebud’s petals fold around each other to form a tight round ball.
Take a look at the houses on your street. Do they have a tall pointed roof or a low roof? Do any have a chimney? Are their windows the same? How many have a garage? Are they attached or separate? Look at the cars driving on the street, or parked at the curb. Are they the same or different? Are they different colors or are they pretty much the same?
There’s a pattern to how we connect with each other. When you say “Hi!” to someone, usually that person says “Hi!” right back. When you smile at someone they smile too.
Numbers have patterns too. Count by tens and each number ends the same: 10, 20, 30; 13, 23, 33, and so on.
Languages have patterns. In an English sentence the subject, the thing you are talking about, comes first, followed by the verb or the action. For example, a dog barks.
A pattern is a repetition, something that happens in the same way again and again. Patterns are all around you. They make you feel balanced. It’s easier to go to bed at night when it’s dark outside. You know the sun will be back in the morning. You expect it. You feel there is order. You can predict it will happen again tomorrow.
God created the earth to have order so we can live on it. He created the sun to give energy to all living things. He created food in the form of plants and animals for all living beings. And he created water for without water there is no life.
Read Genesis 1:1-24 and Isaiah 45:18.
Activity: Find pattern in nature.
Need: One head of broccoli, one blooming geranium plant, a pine tree.
Do: Remove one small part of the broccoli. Is its shape similar to that of the whole head?
Look at the flower of the geranium. Do the tiny flowers, in shape and colour, imitate the large bloom?
Examine a pine branch. Is it similar to the shape of the whole tree? Does it look like a miniature pine tree?
These are examples of patterns in nature where the parts imitate the whole thing. In science this is called self-similar structure, or a fractal.


A report is a business tool used to convey research, findings and recommendations. A mini report is a condensed version of a report. It is used in a number of business cases. For example, a mini report can be used when frequent updates about a project are being made to superiors or when the reader of the report only requires a short summary of the matter at hand. Mini reports are also used when a full recap of the research is not required for the reader in order to understand the main objectives.
A mini report needs to have one clear goal. Don’t try to convey too much information in a mini report because it can get convoluted and confusing. Identify the main point you want to communicate to the reader and extrapolate that in the mini report.
State the main objective of your mini report in the heading so that it’s clear to the reader what the mini report will discuss. For example, if the mini report is about the success metrics of a recent marketing campaign, the heading can be “marketing campaign KPIs and recommendations.”
While a full report may have research and data on corresponding elements of the main subject, a mini report should only provide directly relevant information. As mini reports are used to summarize information or provide key details in a short amount of time, it’s best to only include information that is directly related to the main goal of the report.
For example, if the mini report focuses on customer feedback for your store for the last 30 days, don’t include data that pertain to the last 12 months. Instead, stick to what is relevant for this mini report, which is the 30 days of data.
A mini report should be written using clear language. Avoid using overly technical words or industry jargon in your mini report because it can distract the reader from understanding the key points you’re trying to communicate. Instead, focus on telling the reader the main findings and recommendations using plain language.
Since mini reports are often used when the reader is short on time and isn’t able to review the full scope of information, it’s appropriate to use bullet points in your mini report. This makes it easy for the reader to scan the information quickly and understand the key elements in a shorter amount of time as compared to reading full paragraphs.
In business, you may be required to provide a mini report along with your colleagues or team members. A group report example is a sales update for the last week by each sales representative. If multiple people are working on a report together, be sure to review the full mini report to ensure the same tone and language is being used throughout. This not only makes it easier to read, but it also appears more professional.
Mini reports should include a section on resources or other documents the readers may want to consult after reading the mini report. This way, if the readers require further details or more information on the research and findings, they know where they can find additional materials.
This is where you can include data that are indirectly related or research material that is relevant but not required to fully understand the main point of the mini report. A report example for students may include a reference section for materials consulted while writing the mini report, while a report example for business employees may include links to previous mini reports or data from previous studies.


When you read text on your computer monitor, do the fonts seem . . . grainy? Do the edges of the letters appear ragged? Especially italicized text?
Click the “Start” button (on the task bar at the bottom left of your screen).
Hover over “Settings” and click “Control Panel”
Double Click “Display”
Click the “Appearance” Tab (the fourth tabbed page)
Click “Effects . . . ” (at the bottom right of the menu)
Under the second check mark, labeled: “Use the following method to smooth edges of screen fonts:” Click the drop down arrow and select “ClearType” instead of “Standard”
Click “OK” (NOT cancel or the red “X” in the top right corner)
Click “Apply” (at the bottom right of the menu)
VISTA USERS: Clear Type is enabled by default on Windows Vista.
To Find the Option:
Right Click Anywhere on Your Desktop (away from any icons)
Click “Personalize” on the menu when it appears.
Click “Windows Color and Appearance”
Click “open classic appearance properties for more color”
Click the “Effects” button
Under “use the following method to smooth edges of screen fonts” Click the Arrow to the Right of the Box and Select Either “standard” or “cleartype”
Click OK, then OK again and then Close the personalization window


There is currently no effective cure for the common cold or flu.
The best you can do is to treat the symptoms of both, to reduce the severity of any attack, and to shorten the time for which you need to suffer.
Several over-the-counter remedies are available for colds and flu, but before turning to these, there are a number of self-help measures you can take that will certainly help.
Table of Contents
The Natural Approach to Treating Colds and Flu
Get plenty of rest.
When a cold or flu takes hold, your body’s natural reaction is to fight it, and a battle commences within your immune system.
This fight can put a considerable strain on your body, and you can help by getting as much rest as you can during the early stages of any attack. Trying to push on through a cold or flu attack might seem like the best thing to do, but it actually makes matters worse.
Blow your nose.
One common effect of a cold is that the body produces excess mucus and, all too often, you are tempted to sniffle this back into your system, rather than blow it out through your nose. This mucus however needs to be cleared from the body and blowing your nose is far more effective than sniffling.
But there is a right way and a wrong way to blow your nose, and blowing hard out of both nostrils at the same time can leave you with a sore nose, and possibly earache as well. To blow your nose, use a finger to close one nostril while you blow out gently through the other. Then, repeat this for the other nostril.
Gargling will keep your throat moist and help relieve that annoying tickle and cough which so often accompanies the sore throat a cold or flu inevitably brings with it.
To simply keep your sore throat moist, dissolve a little salt in warm water and gargle with it four or five times each day. To reduce that tickle in the throat, gargle with an astringent, such as tea, or use a viscous gargle, such as that made from a mixture of honey and apple cider vinegar.
Drink plenty of hot liquids
It is very important that you keep your body well hydrated while you are fighting off a cold or the flu, but simply drinking plenty of water to do this is not as effective as taking liquid in the form of frequent hot drinks. Hot liquids are excellent for soothing inflamed membranes in both your throat and nose, and also help to relieve nasal congestion.
All of these self-help measures will go some way towards reducing the severity of your cold and flu symptoms and speed your recover, but you will need to do a little bit more than this. The next thing to turn your attention to is your diet.
It is often said that your should feed a cold and starve a fever, however, this is incorrect. Illness often leads to a loss of appetite, but in many cases, including those of a cold or flu, you need to eat so that your body has the fuel it needs to fight off these conditions.
Cold and Flu Fighting Foods
Chicken soup is an old favorite when it comes to relieving the symptoms of colds and flu and there are very good, and scientific, reasons for this. It scores of course simply by being a hot liquid, but more than this, it reduces inflammation in both the throat and nasal passages, and improves the ability of cilia, contained within the nasal passages, to fight off bacterial and viral infections.
One of the best foods for a cold or the flu is a salad, but there is a good chance that you are not going to feel much like standing in the kitchen for long enough to make yourself a good bowl of salad.
A quick and easy alternative is to turn to a glass of vegetable juice. This will not only help to keep you hydrated, but it contains a wealth of antioxidants that will boost your immune system.
The humble banana is another quick and easy food item, and is especially good if the effects of your cold or flu have reached your stomach, and you have symptoms of nausea or are experiencing diarrhea. Bananas, together with rice, toast and apple sauce are easy on the stomach, and are often the first foods that doctors will recommend when you are recovering from stomach flu.
Ginger is another excellent food for tackling the problems of nausea or a stomachache, frequently associated with the flu.
Ginger will calm your stomach and help to fight inflammation, and it can be added to other foods, either freshly grated or as a powder. If you do not like eating ginger, then simply take it in liquid form by drinking flat ginger ale.
Garlic is not everyone’s favorite food item, but it will fight off bacterial infection and help to stimulate your immune system.
It has also been shown to produce relief for the congestion of colds and flu. If you do not like the taste of garlic, try adding just a little to other foods, such as soup.
Self-help remedies and a good diet are an excellent start to reducing the severity of a cold or flu attack, and they should certainly be your first line of defense.
To have a real impact on your symptoms however you may need to add some over-the-counter medication into the mix.
Colds and flu are simply part of life and, until a cure can be found, we must learn to live with them.
However, while a severe case of either can certainly be very unpleasant, most cases are relatively mild and do not debilitate us too much.
A little self-help, a good diet, and perhaps a bit of over-the-counter medication, will usually produce a noticeable reducing in the your symptoms, and thus in your suffering.
Health by choice, not by chance.


- The Meshech Chochma explains that these days were chosen because nobody was fighting on these days, and the Jews could commemorate Purim by focusing on the miracle rather than on death.
- In Darash Moshe, R’ Moshe Feinstein, explains that the verse repeats the dates of the holiday because Adar 14th was an extra day for which Esther had to ask. The Jewish people wanted it to always be remembered that their success was due to their trust in their leaders and prophets.
- The Ben Ish Chai notes that the mispar katan of Haman (9+5=14) is the same as the date of the first day of Purim, and the mispar katan of Amalek (7+4+3+1=15) is the same as the date of the second day of Purim.
R’ Dovid Feinstein writes that Haman asked advice of these people who like him because he trusted them, even if they were not the wisest.
- The Malbim points out how this verse shows how selfless Esther was. According to him, what Esther was saying was that, if she is punished for approaching the king, at least only she will die – and the rest of the Jews will remain.
- The Talmud (Megillah 15a) writes that Esther’s repeating “I will be destroyed” means that, just as she lost her father by being orphaned, so is she expecting to lose to her relationship to Mordechai through this act.
- R’ Henach Leibowitz explains the Talmud’s use of the phrase “my father’s house” that one of our duties in life is to utilize our past experiences to further our personal growth. He continues that an orphan, like Esther, should use the loss of their parents to reawaken the feeling of trust in H-Shem that orphan had when still with parents.
- R’ Moshe Dovid Valle writes that Esther used this phrase to indicate that she knew she would be disappointing one king or another – either Achashverosh or the King of kings. Either way, she was concerned she would be losing one king.
- R’ Shimon Schwab wonders why Esther is concerned about losing her husband if she is anyway using a sheid to get out of relations with Achashverosh. He explains that the demon was created miraculously in reward for her resisting the gentile king. Such a miracle would not occur once she submits to him.
- R’ David Forman writes in The Queen You Thought You Knew that there is a parallel verse in the Torah where the word ka’asher is followed by a double-verb. When Yaakov allows his sons to bring Binyamin to Mitzrayim he says, “ka’asher shakolti, shakolti” (“as I am mourning, so I am mourning”) (Bireishis 33:14). The parallel phrasing also parallels similar situations of national strife; Just as there, friction between Jews caused the threat on Jewish existence, and peace between Jews would bring their redemption.
- Class participant RS pointed out another parallel in the fact that Esther descends from King Shaul, who was from the tribe of Binyamin.
ה וַתִּקְרָא אֶסְתֵּר לַהֲתָךְ מִסָּרִיסֵי הַמֶּלֶךְ אֲשֶׁר הֶעֱמִיד לְפָנֶיהָ וַתְּצַוֵּהוּ עַל–מָרְדֳּכָי לָדַעַת מַה–זֶּה וְעַל–מַה–זֶּה
5. And Esther called to Hasach from the chamberlains of the king who stood before him, and she commanded him on Mordechai to know what is this and why is this.
- According to both the Alshich and Malbim, whoever Hasach was, he was obviously someone trustworthy.
- The Maharsha adds that he must have been wise, discreet, and Jewish.
- Perhaps for this reason, the Talmud (Megillah 15a) says that he was the prophet, Daniel. After all he should have been alive at this time, and fits all of these criteria. The Talmud (ibid.) suggests that the name, Hasach, may also be related to “hesech” (“decision making”). It also suggests that the name, Hasach, may be related to “his’chuhu” (“cutting down”) because the prophet, Daniel, was demoted. At first, Nevuchadnezzer “made Daniel great…ruler over the whole province” (Daniel 2:48). Then, at the time of Balshazzar, he only had the power to “rule as a third in the kingdom” (Daniel 5:29). Then, under Darius I, Daniel merely “prospered,” with no mention of power or prestige (Daniel 6:29). Now, under Achashverosh, he is not even mentioned by name. Finally, under Darius II, Daniel went back to the level where he could have “prophesied” (Megillah 15a). Why did Daniel suffer such a steep fall from grace? According to the Talmud (Baba Basra 4a), Daniel gave Nevuchadnezzer advice to give charity. This kind act allowed the tyrannical Nevuchadnezzer to merit living an entire year more, causing countless deaths. Sometimes tragedy results from the best of intentions.
- The Meshech Chochmo points out that Daniel’s earlier greatness was achieved in the eyes of the Jews from the fact that he was willing to give up his life for H-Shem. At this point, however, during this time of intense teshuvah, Daniel was no longer the only Jew willing to give up life. Therefore, he was not considered as great anymore in Jews’ esteem. The
- M’nos HaLevi writes that Daniel changed his own name to Hasach because Daniel (4+50+10+1+30=95) has the same gematria as Haman (5+40+50=95).
- Interestingly, the difference in gematria between Hasach (5+400+20=425) and Daniel ((4+50+10+1+30=95) is 330, the gematria of “saris” (60+200+10+60=330) (“chamberlain”), his current position.
- Ginzei HaMelech points out that it is most appropriate that Hasach is a Jew, as this leads to a renewed trust in hashgacha pratis (H-Shem’s individual concern for all) in that a Jew saved Jews.
י וַיָּסַר הַמֶּלֶךְ אֶת–טַבַּעְתּוֹ מֵעַל יָדוֹ וַיִּתְּנָהּ לְהָמָן בֶּן–הַמְּדָתָא הָאֲגָגִי צֹרֵר הַיְּהוּדִים
10. And the king removed his ring from his hand and gave it to Haman son of Hamdasa the Aggagite, enemy of the Yehudim.
- According to M’nos HaLevi, the significance of Achashverosh giving Haman his ring is a sign that he consents to an agreement with Haman.
- The Midrash here (Esther Rabbah 7:20) that Achashverosh hates the Jews more than Haman. After all, “the custom of the world is for the buyer to give a pledge to the seller. But here, the seller [Achashverosh] is giving the pledge [the ring].”
- The Alshich writes therefore, that this giving of the ring is a legal transaction indicating an acceptance of Haman’s offer, an amount Haman is not likely to be carrying with him.
- The Megillas Sesarim writes the ring means Achashverosh is giving Haman full authority to do anything he likes.
- The Talmud (Megillah 14a) writes that the removal of the ring was stronger than forty prophets and seven prophetesses. None of them could encourage the Jews to repent as much as this one act. The Jews seemingly do not repent en mass until their very survival is threatened. R’ Mendel Weinbach says that this act is particularly frightening for the Jews because they know Achashverosh is capricious, and is famous for changing his mind. Once he gives authority to Haman, though, the Jews realize that they are in serious danger.
- The Bircas Chaim asks why, when Mordechai is elevated to Haman’s position (Esther 8:2), does Achashverosh immediately give Mordechai his ring? In contrast with Mordechai at that point, Achashverosh does not trust Haman. However, now that Haman is willing to give this great amount of silver to the government, Achashverosh is under the mistaken impression that he is patriotic.
- In Pachad Yitzchak, Rav Yitzchak Hutner wonders why the Talmud calls this incident the “removal of the ring” when it is Haman’s desire to kill the Jews which should be the focus. In response, he writes that whenever the descendants of Eisav or Yaakov prosper, the descendants of the other fall (see Rashi to Bereishis 25:23). Therefore, Achashverosh’s raising up of Haman necessitates a corresponding lessening of the Jews in the esteem of the king.


Conduct your own Search for Extraterrestrial Intelligence!
See locations of planets that might harbor life from your own back yard and without a telescope.
Astronomers at Windowpane Observatory have assembled a scientific kit for amateur astronomers to attempt to locate and contact extraterrestrials.
The Hubble Space Telescope has positively identified over 200 planets orbiting around stars similar to our own sun. This ET Planet Finder Kit gives you the coordinates of all those stars and planets.
We have prepared a special star chart that plots the brightest of these, which you can see in the night sky, even without a telescope. An audio CD helps you find their exact location from your own back yard and explores what kind of life might exist out there.
The Extraterrestrial Planet Finder Kit contains:
Full color star chart
Listen to an audio sample
Excellent gift for all ages.
Fun & easy!
Available on CD or mp3 download.
Track 1: Searching for ETs
Track 2: The Red Flashlight
Track 3: The Planets
Track 4: Starhopping Indoors
Track 5: Starhopping Outdoors
Track 6: What Might Be Out There?
Complete kit $19.95


StudyJams is an animated site which has over 200 Maths and Science ‘Jams’ to use in your classroom. The Jams include karaoke songs which you can sing along to and cartoons which teach different concepts. They are all explained clearly with images and animations to help pupils to remember the topics. There are also related tests and key vocabulary which link with each Jam.
Some of the spellings are American, but this is still a really valuable resource for teachers in other countries too. Visit the site at studyjams.scholastic.com.


Background research worksheet book selection: the red umbrella author: christina diaz gonzalez instructions: for each question, respond in one or more paragraphs of at least four complete sentences include supporting facts and details from your research in each response. In microsoft excel, you can use a picture as a sheet background for display purposes only a sheet background is not printed, and it is not retained in an individual worksheet or in an item that you save as a web page. When embarking on a research program, you need to set long-term goals and figure out what needs to be done now to achieve them if you're ready to start making a 3 to 5 year plan for your research program, here are several methods adapted from the early career workshop activities.
Second grade plant life 2 weeks lesson plans and activities math/science nucleus ©1990,2000 2 life cycle water which contains all the essential minerals and food the plant needs to live the worksheet crayons background. Background research plan worksheet name: _____ 1 what is the question you are going try to answer with an experiment 2 list the keywords and phrases from your question and the topic in general (hint: use an encyclopedia to help you. Worksheet for researching occupations - page 1 of 4 - 7/13/2005 worksheet for researching occupations gathering information is a critical step in making an effective career decision make a copy of this worksheet for each occupation that you are considering read about how to research.
Use the priorities worksheet to list current goals, challenges, issues, areas of concern, or opportunities, in order of decreasing priority to you these can be personal goals, work goals, career goals, or a mix. The schedule provides seven days to complete any research and outline aid worksheets you need for your novel there is no day-to-day breakdown of the schedule for this stage. Quality improvement or research worksheet rachel nosowsky, esq seq issue and guidance rating 1 are patients randomized into different intervention groups in order to enhance confidence in differences that might be obscured by.
Research background to put that in perspective, if we were somehow able to breath water, we would need to take about 450 breaths per minute just to get enough oxygen into our lungs people have been thinking about how humans could breath underwater for quite some time (just think of the military implications). Meet the queen of chimpanzee research, jane goodall is a scientist who has devoted her life to studying animals in the wild, most notably chimpanzees for kids who love animals, this worksheet should spark an interest in research and recording, and maybe a lifetime of love for science. Research definition research is a careful and detailed study into a specific problem, concern, or issue using the scientific method it's the adult form of the science fair projects back in. Free worksheets and printables for kids worksheets are a great way to give your child some extra skills practice, introduce them to new concepts and ideas, and track they’re growth as they travel along their educational journey.
Williams-queen, ashley, life challenges among ex-offenders:a needs assessment (2014)electronic theses, projects, and dissertationspaper 19 chapter one in the first section, background information about the problems ex-offenders experience are explored section two covers the purpose of the the purpose of this research study is to. Background research is necessary so that you know how to design and understand your experiment to make a background research plan —a roadmap of the research questions you need to answer—follow. Science fair background research report topic, but you should try to set up the need for your experiment pretend you are trying to convince mrs elsissy that your experiment is needed and that you should get paid to do it for example: science fair background report author. Teacher's guide to science projects 3 projects are not just feel-good exercises we know that you are most likely under pressure to background research plan worksheet 2 bibliography worksheet 4 part ii: write a research paper 1 research paper 2 research paper checklist 5. Insert a printable background image in excel: with kutools for excel ’s insert watermark utility, you can quickly insert the backgroud image or text into the active worksheet, and the background can be printed as well as you need.
A ready-to-use worksheet for students to use for background research this is an aid for students to record basic information for historical events, people, places and movements. Lesson plans & worksheets grades 3 - 5 paws in jobland: lesson & worksheet 8 - job talk students research a job of their choice and give a talk about it lesson & worksheet 9 - top of the jobs background: how the worksheet relates to paws in jobland each worksheet expands on ideas in the program to demonstrate how. Design step 2: research the problem quick look grade level: 9 (9-12) 2 worksheets of the following four, review an example idea web with the students to illustrate how to start thinking about what background research they need to conduct have student teams each create an idea web of the design challenge. Goal setting: a fresh perspective allow accurate forecasting of resource needs, foster the efficient use of those resources, an d avoid costly stops, starts, and changes in direction rigorous analysis of research conducted over 30 years with 17 million employees, gallup identified.
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On "Dream Song 1"
On the first page of the first dream song we read, stanza 3:
What he has now to say is a long
wonder the world can bear & be.
Once in a sycamore I was glad
all at the top, and I sang.
Hard on the land wears the strong sea
and empty grows every bed.
Three voices, two lines each, speaking in one stanza. The first voice is objective, the poet introducing his character, giving the gist of his theme. The second voice may be received as Henry's voice, recalling the good times, sycamores and songs. But the third voice is different from either; it is generic, representative, apocalyptic, Mankind rather than any particular man, Henry or J. B. or anyone else. In this third voice the feeling is universal rather than local; it is consistent with the first and second voices, but distinct, as if its experience were the history of the world rather than the fate of a man. It is my understanding that these three voices are nearly as many as the poet requires for his long poem: the unidentified friend who addresses Henry occasionally as Mr. Bones uses an AI Jolson voice and a chocolate idiom to admonish his white American friend, but beyond that degree he is hardly distinguished from any other figure, silent, sympathetic, watchful. So the three voices are nearly enough.
from Art International 13, no. 3 (March 20, 1969)
Joel Conarroe (1977)
The stanzas are self-contained, but the rhythms are more complex, and the norm on which the variations are played is the fourrather than fivestress line. The sound pattern is also more subtle, the strong regular rhymes (day-away, thought-ought, etc.) partly obscuring the less obtrusive slant rhymes (sulked-talked, long-sang, glad-bed).
With its alliterative opening phrase followed by a caesura the first line resembles Anglo-Saxon verse. except that the half line following the pause fails to repeat the pattern of the first half. It is clear that the repetition of the "h" sound is meant to underscore the implications of "huffy." The pause. however. where one would logically expect a preposition, such as "throughout," thus making a conventional five-stress line, lets the reader know immediately that he must collaborate actively, must suspend his expectations and learn to hear Henry's music. After the comically alliterative expression of persecution ("the thought that they thought"), Henry describes himself (the "I" and "his" being the same person) as "wicked & away." This odd phrase, totally unexpected, is quintessential Berryman, the sort of thing that accounts, at least in part, for the charm of Henry's lengthy lamentation.
The transition between the first stanza and the second is implicit rather than obvious: we immediately discover why Henry is in such a rotten mood. The world was once on his side, like a woolen lover, which suggests someone wrapped in a warm blanket, sharing Henry's side of the bed (and the empty bed emerges explicitly at the song's end). Following the departure, and the ensuing disappointment, Henry introduces the image of being "pried open." There are several possible interpretations for this phrase. It suggests, for one thing, an oyster, pried open for its pearland "all the world" was Henry's oyster once. (In number 25 he is referred to as "valved.") It also suggests the scene of number 91 in which, like Lazarus, Henry is dug up from a grave. And "pried open" implies, in addition, an operation, a reading that takes on added resonance when we come to number 67, in which Henry conducts operations of great delicacy on his own body. (In number 8, another hospital poem, "they lifted off / his covers till he showed, and cringed & pled.") The word "pry" also hints at secrets, knowledge of intimate details, and as a poet Henry has been, and still is, on display, his "pride" in his "long wonder" subject to the world's scrutiny. The world, however, no longer a single lover, is now a manipulative, impersonal "they."
While in stanza two Henry does not understand how he survived, he introduces in the final stanza an elegiac lament for past happinessthe memory of what has been and never more will bewhen he sang like a bird in a tree. This image, which derives from references in the Sonnets to the sycamore outside Lise's house (and which may also allude to Zacchaeus in a tree, watching Christ pass), is picked up in the final song in the first book: "The glories of the world struck me, made me aria, once," and later, in number 352, "He sang on like a harmful bird," as well as elsewhere. The concluding lines have considerable power. In the course of the songs we come to associate the sea both with Berryman's mother (and birth) and with his father (and death). In this case the "empty bed," following the sexual pun in "hard on," looks back specifically to the departed woolen lover as well as generally to attrition (the sea wearing down the land) and to loss through death. Moreover, the movement from the singing bird to the empty bed is related to the image in number 68 of Pinetop and Charlie (Bird) Parker playing the "'Empty Bed" blues.
This song, putting forth images of a man sulking alone (like Achilles when his bedmate has been taken from him), of a woolen lover, of a prying open, a sycamore, and finally of the sea and an empty bed, introduces its symbols with the associational logic of a dream. It is helpful when reading the songs to remember that dreams (including nightmares), on which so many of them are modelled, are mysterious, that they tend to lack coherent transitions, and that their symbols are often grotesquely distorted. To explain away particularly difficult passages, however, by saying that dreams are, after all, inscrutable, would be to give up our critical and imaginative prerogatives too easily. Dreams (and songs, and poets) can be analyzed, if not always definitively, then at least suggestively. Moreover, there are a great many songs (the one describing Pound at Eliot's funeral, for example) that have nothing to do with dreams. A few, some quite wonderful (101, 317), are apparently transcriptions of dreams, but these are out-numbered by those in which dreamwork, if involved at all, comprises only one facet of the song.
The caesura in line one, the ampersand in line five ("wicked & away"), the complex interlacing of rhymes, the repeated word ("Henry" is named five times in eleven lines), and the images picked up in other songs are all strategies that Berryman employs throughout the book.
from John Berryman: An Introduction to the Poetry. Copyright © 1977 by Columbia UP.
Louise Glück (1994)
Implicit in the idea of the lyric is the single voice. Berrymans primary disruption of the lyric is the fracturing of voice. From poem to poem the paradigm varies: minstrel shows, schizophrenia, psychoanalysis, But always one persona taking over for another, taking the stage: these are noisy poems shattered, voluble, fragmented, desperate, dramatic, futile. The intense purpose characteristic of the lyric becomes, in Berryman, intense cross-purposes.
The poem begins with two lines of report: our speaker is someone who knows Henry from the outside ("huffy" being descriptive of behavior) and from the inside ("Unappeasable"). Reasonable, then, to presume that the central figure with a curious detachment that contains the internalized perpetual reproach of a parent here describes himself. If Henry, in lines one and two, is the speaker, the guiding or prevailing intelligence, then who is the "I" of line three? Friendly to the cause, adult, capable of entertaining several ideas at once ("his point" suggests the many other angles already considered). A reader encountering the first person tends to identify that pronoun with a poems central intelligence. But the problem in The Dream Songs, the drama of the poems, is the absence of a firm self.
[T]he ruminative tone of the third line suggests that its commentary may go on. In fact, it doesnt: the "I" is immediately absorbed into the intimate childish rancors of lines four and five. "Do it" means do to: it is all things done to Henry against Henrys unknown, unknowable best interests. The very idea, which is actually Henrys, that others have such power is enough to send Henry into violent hiding. The power is vague because its agents are hazy. What exists is a sense of victimization, of jeopardy, but it is never particularly explicit. In fact, so well does Henry hide himself that, ultimately, he cant find where he is either.
.The last line of the first stanza is the line of fate: he should have. He didnt. Spoken by the mother, her head shaking sadly.
But theres a surprising turn in stanza three, surprising and heartbreaking. Who says "Once in a sycamore I was glad / all at the top, and I sang"? This is an "I" different from the "I" of stanza one, who sees. Or the "I" of stanza two, who doesnt see. This is engagement, not commentary. This is a whole being, in behavior spontaneous, Henry-like, but in tone, calm. The Dream Songs search for such wholeness.
From Louise Glück, "Disruption, Hesitation, Silence" in Proofs & Theories (New York: Ecco, 1994), 77-78. Copyright 1994 by Louis Gluck
Return to John Berryman


Computer Lab Activities, Online Learning Activities
World Explorers: A Math Hunt Activity
In this learning activity, students explore exciting lands, searching for clues to help them solve five challenging math-related questions.
- Grades: 3–5, 6–8
In “World Explorers” (grades 5–8), an online learning activity from Scholastic’s Math Hunt series, students set off on a fact-finding expedition to answer five math problems about Lewis and Clark, treks to the Missouri River and Mexico City, and other explorations.
In addition to challenging students’ reading comprehension skills, “World Explorers” tests these “math hunting” skills:
- Algebraic Expressions
- Converting Units of Measurement
- Fractions: Writing and Reducing Fractions
- Numerical Sequences: Calculating with Negative Numbers
If the explorers had to manage with President Jefferson's initial budget, about how much could Lewis and Clark spend per month without going broke? The expedition lasted from June 1803 to September 1806.
By participating in Math Hunt, students will:
- Practice problem-solving skills from the grade 5-8 math curriculum
- Explore topics from the grades 5-8 science and social studies curriculum
- Learn basic Internet research skills
- Develop an understanding of the construction of standardized test questions and multiple-choice answers


What you’ll learn
Computer Vision with OpenCV
Deploying Object Detection Model as Flask Web app
Using Pre-trained Machine Learning Models
Python Project Development
Training using Tensorflow
Beginner Knowledge of Python
Detecting Objects and finding out their names from images is a very challenging and interesting field of Computer Vision.
The core science behind Self Driving Cars, Image Captioning and Robotics lies in Object Detection.
In this course, you are going to build a Object Detection Model from Scratch using Python’s OpenCV library using Pre-Trained Coco Dataset.
The model will be deployed as an Web App using Flask Framework of Python.
TECHNOLOGIES & TOOLS USED
- Machine Learning
- Deep Learning
- Transfer Learning
Who this course is for:
- Beginners who are curious about Object Detection
- Beginners who are curious about Computer Vision
- Python Developers
- Computer Vision enthusiasts


Narrative essays are a popular type of academic writingboth high school and college students write loads of them these essays show your creativity, character, and ability to tell a compelling story. What makes a narrative essay unique is your story, voice, and writing style the best way to meet teacher's requirements & grading rubric is to order a quick academic help from essaypro scroll down and find some great narrative essay topics for college students. In personal narrative essay always on this theme dwell on the situation offering you to try yourself in a new role revealing your first emotions of this opportunity tell how you managed to succeed in this role. A narrative's thesis statement is not exactly like the thesis statements used in argumentative or analytical essays the thesis statement for a narrative essay does not necessarily need to.
Like any other essay, writing a narrative essay comes with an essay topic prompt this serves as the guide of students in how to compose their paper as with an opinion essay , there are no wrong answers with a narrative essay however, some teachers get disappointed with the papers they. 100% free papers on narrative essay sample topics, paragraph introduction help, research & more class 1-12, high school & college. Narrative essay topics for college students in various institutions of learning, writing an essay is a crucial part of the curriculum in some cases, it represents a quarter of your total grade. Ideas for descriptive essay descriptive essays may be difficult when you don't have any idea what to write about if you are in search of the topic that would be worth exploring, pay attention to the little prompts presented for you in this article.
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Every parent wonders when their child is ready to start using kitchen cutters and peelers !
We all will have to address a child’s natural interest in the variety of shiny small wares we have in the drawer– because we use peelers, mashers, and cutters in our home kitchens on a regular basis… children will naturally be curious about them.
Parents and caregivers look at that overstuffed utensil drawer as something that fulfills a purely functional purpose. Look at the attached photo – and for a moment try to think like, well– think like a child. Curious, Inquisitive. This looks like a fun location to explore doesn’t it? Kids will naturally look shiney treasures as items that need to be explored. And why not. Play is the work of the child! It’s up to us– as caring adults to teach and to keep them safe.
Because we use peelers, mashers, and cutters in our home kitchens on a regular basis, children will naturally be curious about them; parents and caregivers look at that overstuffed utensil drawer as something that fulfills a purely functional purpose. But what does a child see? Given the right equipment and an opportunity to use it correctly, your child will be able to manage peelers, paring knives, and other kitchen gear with surprising dexterity and confidence. However, without the proper training those tools can also be hurtful to small hands.
When making your determinations on what to teach- when, keep in mind every child is different. You should make the decision based on the child’s ability to focus, their desire to learn, and their dexterity. Children that are same age but physically larger will be working on motor skills as oppose to maybe a child who happens to be working on cognitive development. Don’t judge toddlers. Everyone learns at their own pace and ends up at the finish line at the same time anyway. Follow the child’s lead and your…”in the moment teach point” will soon surface.
Children 7 to 9 can handle peeling tasks. Guide a small hand with your own hand at first. The more often they hear, “Always peel away from your hands, not toward them,” the better. Have them peel over a paper towel for easy clean up.
Children 11 and older are usually ready to begin using a paring knife. While peeling vegetables with length like carrots help keep their hands and the peeler further and further apart from one another. Start this age group put with vegetables that offer a little less resistance and are easier to cut, such as zucchini, potatoes and cucumbers.
Teens 13 and older can use larger knives and tackle more challenging cutting jobs. Even though these kids show more dexterity keep an eye on them. Usually this age breeds confidence which will lead to increased speed, increased speed which can lead to cuts. A gentle reminder to slow down is often the best way to keep someone on the right road. Always teach the children to make a round surface flat and then cut from there. Example: Round onions- cut in halves, place flat side down on cutting surface and begin cutting from there. Celery, lay on the flat side instead of the curved side.
Make sure all your knives are very sharp. If by chance (and let’s hope not) someone does get cut a cut from a sharp knife the cut will not be as bad as one from a dull knife.