Felicity- That which causes or promotes happiness; a source of happiness, a blessing. The use of this word in this context is interesting as in it promotes a feeling or atmosphere of bliss.

也就是说，Vary 字段是给缓存服务器用的。

比如说，如果没有 Vary 字段中的 User-Agent，

缓存服务器就会不加区分地转发服务器的数据给客户端，

这可能导致不同 User-Agent 的客户端收到不与之相对应的数据。

cookie 是整个会话对象都放在客户端，很容易看到（base64 只是压缩，并不是加密）。 session 是整个会话对象都放在服务端，只有一个 session id 副本放在客户端的 cookie 里，所以就算有人偷到了 session id 冒充，也看不到会话信息。

As someone who loves design (especially to do with books and texts (e.g. Coralie Bickford-Smith's work with Penguin Publishing)), this is very interesting to me. This may not have to do with digital humanities per say, but the interplay of physical books (especially publishing companies and their need to $compete$ with digital texts) with digital modes of communication has led to the design of more aesthetically pleasing book designs. This idea makes me think that maybe books are viewed as elitist forms, and digital texts are viewed as 'lower' forms.

Dave Winer against Google's plan to replace all HTTP with HTTPS.

Also known as finger millet, this is an annual herb/ cereal crop grown in areas in Africa and Asia.

Computer Information Systems

Computer Information Systems

in reference to the story of how the Greeks used a wooden horse to win a ten-year long war against the Trojans.

The firs consul of Octavii. Octavii like many other plebian families, became known during the first Punic Wars.

The encroachment of the English upon their land became a source of great hostility among the indigenous peoples of North America. In an effort to resolve this issue, King George III issued the Proclamation of 1763 – which drew an imaginary line along the crest of the Appalachian Mountains from Nova Scotia to Georgia. Subjects in the colonies were forbidden from settling west of this line unless purchased by the Crown. Settlers could only legally obtain land through negotiations with the indigenous peoples. As one historian explained, “Notwithstanding the Royal Proclamation’s stated intent and purpose, George Washington characterized it as a temporary pacifier to ‘quiet’ the natives”1. George Washington was indeed right as the boundary was pushed even further just five years after the Royal Proclamation. In 1768, the Indian Boundary line was established as the new boundary line. Located further westward than the original Proclamation line, this new boundary gave the natives significantly less territory2.

Since the Proclamation required lengthy negotiations, it slowed the English settlers’ movement west. Thomas Jefferson stated this to be one of the main causes of the Revolutionary War. It was initially “…drafted to deal with the aftermath of the Seven Years’ War and the transfer of extensive French and Spanish colonial territories to Great Britain in the Treaty of Paris, 1763”1. The Proclamation is a complex document with four parts; some relate to newly ceded territories, while others discuss the existing colonies. The first part of the Proclamation of 1763 states that portions of the newly acquired French and Spanish territories were to be made into British territories. These newly established colonies were Quebec, East Florida, West Florida, and Grenada, with other parts being left to existing colonies or the state. After establishing these new colonies, the Proclamation announced the expansion of old ones. The second part focuses on the constitutions of the newly established colonies; these constitutions follow the Law of England. The areas lying beyond the boundaries of Quebec contained the Indigenous peoples who were able to make their own laws. The third part differs from the first two, as it does not refer to land ownership and the way things are run. It offered free land grants to the officers and soldiers that served in the Seven Years’ War. Finally, the fourth and longest part of the Proclamation of 1763 contains detailed measures pertaining to Aboriginal people and their lands1.

Though Colin Calloway, a British historian, refers to the Proclamation as “…the Indian ‘Bill of Rights,’” scholars argue whether it supported or undermined the indigenous peoples3. Repeated references to the Crown’s sovereignty and dominion throughout the document make it clear that the Proclamation of 1763 gave Indians a scarce measure of control when it came to native matters. Unfortunately, this pattern continues throughout history; Berger notes that the Proclamation’s “...procedure for the purchase of Indian land was the basis for the treaties of the 19th and 20th centuries"4. Since it was issued in 1763, courts in both the United States and Canada have modeled their treaties after the Royal Proclamation.

Image: http://data2.archives.ca/e/e097/e002418682.jpg Caption: British colonies in North America.

Citations:

1. Jim Aldridge, Keeping Promises: The Royal Proclamation of 1763, Aboriginal Rights, and Treaties in Canada, ed. T. Fenge. Mcgill-Queen’s Native and Northern Series, 78. (Montreal: McGill-Queen’s University Press, 2015), 4-17.
2. Eugene M. Del Papa, "The Royal Proclamation of 1763: Its Effect upon Virginia Land Companies," The Virginia Magazine of History and Biography 83, no. 4 (1975): 406-407.
3. Colin G. Calloway, The Scratch of a Pen: 1763 and the Transformation of North America. Pivotal Moments in American History. (Oxford, England: Oxford University Press, 2006), 96-97.
4. Thomas Berger, “Native Claims,” in Northern Frontier Northern Homeland: The Report of the Mackenzie Valley Pipeline Inquiry. (Vancouver: Douglas & McIntyre, 1988), 165.

The Indian Self-Determination and Education Assistance Act (ISDEAA) was passed in 1975 by the Congress of the United States and increased the amount of self-governance of the native peoples1. If any Native American tribe requests a “self-determination” contract from the federal government, the government is obligated to give them one. This contract gives the tribe funding for programs and gives it the responsibility of running services administered by the federal government. The federal government is also required to provide “contract support costs” – the additional transaction costs of the Act. These costs are only enacted when the tribe decides to plan its own programs without the government’s help. The Act gives the native peoples a lot of freedom and leeway, as they are able to create something they can call their own through these government-provided funds. Funding for the ISDEAA comes from the Indian Self-Determination Fund, which has its limitations: the Availability Clause and the Reduction Clause. The Availability Clause provides that funds are subject to availability of appropriations, and the Reduction Clause states that funding to one tribe cannot be reduced to gain more funding for another2.         This Act has been one of the most important legislative acts for Indians because it greatly affects them in a positive way. The Indian Self-Determination and Education Assistance Act “…has been a key driver in improving communities throughout Indian country”3. One example of this would be the lives of the Navajos in Arizona. The Director of the Rough Rock Demonstration School told the Inquiry that under this new legislation they have established their own school system. The director describes the benefits of this, “Navaho people…are running a sophisticated school, unabashedly oriented to Navaho children”1. All of the staff comes from the community – giving the Navajos more jobs and income. The Indian Self-Determination and Education Assistance Act not only improves the education of Native Americans, but their quality of life as well. This principle of native self-determination in education was already accepted in Canada in 1972. The National Indian Brotherhood wrote a policy paper called the Indian Control of Indian Education, which was accepted the following year1. The acceptance of native people’s self-governance was clearly growing in the 1970s. Because of the Indian Self-Determination and Education Assistance Act, Native Americans were and are able to control more aspects of their lives, especially education.

A Navajo woman, Kathryn Manuelito, conducted research to emphasize the importance of education to the Indians. After studying the Navajo peoples she stated that “Since the passage of the Indian Self-Determination Act, which provides for tribal- and community based schools, many Indian peoples have considered formal education to be a primary force in the survival of their languages and cultures"4. The indigenous also believe that the act preserves their rights. Manuelito concluded that the traditional Navajo education that resulted from the Act has advanced and helped the Navajo to maintain their existing identities. By the Indian Self-Determination and Education Assistance Act, Indian cultures, especially the Navajo, were able to be preserved4.

Picture: http://data2.archives.ca/ap/a/a185534-v8.jpg Caption: Reverend Lachlan McLean counsels student soldier at Indian Residential School in the 1970s.

Citations:

1. Thomas Berger, “Native Claims,” in Northern Frontier Northern Homeland: The Report of the Mackenzie Valley Pipeline Inquiry. (Vancouver: Douglas & McIntyre, 1988), 183.
2. Elizabeth M. Glazer, “Comments – Appropriating Availability: Reconciling Purpose and Text Under the Indian Self-Determination and Education Assistance Act,” The University of Chicago Law Review 71, no. 4 (2004):1637-1638.
3. United States. Congress. Senate. Committee on Indian Affairs (1993), Amending the Indian Self-Determination and Education Assistance Act to Provide Further Self-Governance by Indian Tribes, and for Other Purposes: Report (to Accompany S. 979). (Washington, D.C.: U.S. Government Publishing Office, 2015), 1-2.
4. Kathryn Manuelito, “The Role of education in American Indian Self-Determination: Lessons from the Ramah Navajo Community School,” Anthropology & Education Quarterly 36, no. 1 (2005): 73-75. http://doi:10.1525/aeq.2005.36.1.073.

The James Bay Agreement was signed by the Cree and Inuit in November 1975 and is the only “comprehensive land claim” that covers an area where provincial governments control lands and resources1. The Crees had been living and trading furs east of James Bay since the early seventeenth century. Their economy was based off of hunting, trapping, and fishing, which was regulated by dividing the land into hunting territories. By the 1960s, provincial governments gained more of a presence in the Cree territories. The Cree continued to live in their homeland despite the fact that these “white” men made most of the decisions regarding politics and the way their communities were to be run. This takeover and disregard of Aboriginal rights caused a lot of unrest and frustration for the Crees.

In April of 1971 the Québec Premier Robert Bourassa announced the James Bay project, a hydro-electric development project in northern Quebec, without the consent of the Crees or consideration of basic land rights2. Infuriated, Cree and Inuit leaders went to court and, after 71 days of testifying, successfully postponed the project. Justice Albert Malouf ruled that the hydro project posed a threat to the Cree and Inuit cultures and way of life. Unfortunately, this ruling only lasted ten days and the James Bay project proceeded. As a result of Malouf’s initial decision in favor of Aboriginal land rights, a negotiation was made to benefit the indigenous peoples. Bourassa submitted an offer in 1973 that was eventually signed in 1975 after much consideration from the indigenous. Berger explains that “Under the James Bay Agreement, the Cree and Inuit of Northern Quebec have agreed to surrender their aboriginal rights…in return for cash compensation and for a land regime that gives them specific interests in three categories of land"3. The Cree and Inuit decision to secede their land has been attributed to them having no other option or choice in the matter. It was figured that the project was going to continue whether they agreed to it or not. The indigenous peoples received some power in the Agreement but their rights were essentially “subordinate to other public priorities”1.

Most of the region attained by the James Bay Agreement became category III lands – lands that were used for development. All of the lands and resources in category III belonged to Québec, but the indigenous were able to offer their opinion in the development of these lands. They also held exclusive rights to certain species of fish and animals and were able to continue harvesting. Category II lands allowed Native harvesters to hunt, trap, and fish with no outside competition from non-indigenous. However, the Cree and Inuit did not own any of the natural resources in these lands as they belonged to the Québecers. Lastly, Category I land was land that was essentially under Native control, though Québec still had ownership of mineral and development rights. Québec effectively asserted their dominance in what was previously known as Cree territories, and were able to prioritize hydroelectric and natural resource development1. While the structure of the James Bay Agreement allowed for input about land use from the Cree and Inuit, this input could be equated to mere consultation. The James Bay Agreement did not give the indigenous peoples as much influence as promised, which has become a common pattern throughout modern treaties4.

Image: http://data2.archives.ca/e/e431/e010767693-v6.jpg Caption: James Bay celebrating initial court victory with lawyers Max Lituack and James O’Reilly.  

Citations:

1. Paul Rynard, “Ally or Colonizer?: The Federal State, the Cree Nation and the James Bay Agreement,” Journal of Canadian Studies 36, no.2 (2001): 8-14. https://doi:10.3138/jcs.36.2.8.
2. Evelyn Pinkerton, Co-Operative Management of Local Fisheries: New Directions for Improved Management and Community Development (Vancouver: UBC Press, 2014), 190.
3. Thomas Berger, “Native Claims,” in Northern Frontier Northern Homeland: The Report of the Mackenzie Valley Pipeline Inquiry. (Vancouver: Douglas & McIntyre, 1988), 177.
4. Martin Papillon and André Juneau, eds. Aboriginal Multilevel governance. (Canada: The state of the Federation, 2013. Montreal: Institute of the Intergovernmental Relations, School of Policy Studies, Queen’s University, McGill-Queen’s University Press, 2015), 84.

Extremely happy to see such an amazing opportunity which I think will help create fined grain API's which are fast and can leverage Caching strategies which will be cheap.

spotter: NG

In this context this word means "a bundle of sticks or twigs bound together as fuel." Now, this word is used as a slur for gay men or calling someone an idiot. It's funny how a word's mean can change so much over a short period of history.

Booker T. Washington was a big proponent for African Americans learning trades. When Booker T. Washington founded Tuskegee University, the student built the buildings themselves, harvested their own food, and provided for their basic necessities. He thought learning skills would lead to the advancement of African Americans.

Finally figured this out!

HTTP Status Codes https://www.addedbytes.com/articles/for-beginners/http-status-codes/

Request Header与Response Header都支持这个属性 通过调整Cache-Control头可以做出很多缓存策略:

1. 完全不支持
2. 不缓存内容
3. 私有缓存
4. 公共缓存
5. 缓存过期时间

效果同Cache-Control:no-Cache相同,区别在于HTTP响应头不支持这一个属性,不能完全取代Cache-Control属性..

为何要有时效性:

1. 空间有限
2. 服务器可能有更新文件

在缓存有效期过期前,不会去询问服务器资源是否有效..如果缓存过期,就会在请求头上带上If-None-Match来判断缓存是否依旧有效

这样可以重用已经获取的资源,提升网站的性能

HTTP Status Cats is one of the most brilliant things the internet has done, IMHO.

When you sift wheat you shake it hard to separate the kernels, so this is saying that the devil was trying to shake her emotions to separate her from Jesus.

On plantations slaves were often not allowed to practice religion or anything of their choice because they were not looked at a people. They had to find other ways to do this, so instead of having things like churches or massing they usually told stories that passed down from person to person

Small or insufficient.

Another name for Jesus Christ, Nazareth was the place where Jesus spent his childhood.

This saying means happy or alert.

This saying means said or dejected.

A common thing for slaves to do was to sing songs of hope and joy which spread the idea of better days and freedom around plantations.

Remember in class when we discussed the definition of radiation. It means more than something that is radioactive. All things what emit light or things in the electromagnetic spectrum radiate. Like this radiant cook top is radiating in the thermal range (and in the visible light range of the spectrum as well-- thus the red light we see).f

We did not cover what entropy is in class. Entropy is discussed in Hakim's Newton at the Center book. Entropy is the tendency of the Universe to move toward more disorder. But, it will turn out in Physics and Chemistry that we can measure entropy, energy and a thing called enthalpy. It takes the 3 of them together to decide if a physical process or chemical reaction can happen in thermodynamics.

A limiting case is extremely useful in science. It is something that will usually give us an absolute max or min. So, Planck is saying here that we can use Wien's equation to form a boundary to at least check that we are in the right zone for the correct answer.

So, what was this Wien's Equation that Planck was improving? Wien had come up with a formula that was really close to the one that Planck would describe. But, it didn't work for short wavelengths and high frequencies. Rayleigh and Jeans had earlier come up with a straight-line formula that worked for larger wavelengths and lower frequencies, but not the higher ones. Planck's was the first to work for both. To review the relationship between wavelength and frequency, see the phet simulation here.

He fell for it...

Oh, he got me! When I read this the first time, I thought Galileo was making a mistake here. But...

Fun! New addition to our Aristotle Leads the Way class for the Eratosthenes Homework!

Ha! He's so funny.

New homework assignment for Aristotle Class! Hurrah!

Aristotle famously fought with his teacher, Plato, that we should make observations. Galileo is making the point that the Peripatetics are just quoting Aristotle's writings. They have not understood what he said about how science should be conducted. Aristotle went out into the world to observe things for himself.

No, they didn't have computers. :-) The word computer used to refer to the person who is doing the math-- like in the movie "Hidden Figures" that tells the story of the African American women who did the math for the early NASA missions. For quite a while, many in computer science and astronomy thought that only a woman's brain was suited for being a computer or a programmer.

Still a problem for us today! This is why credible scientific experiments must always be designed to compensate for the "Cognitive Biases" of the experimenters and-- when humans are also the subjects-- of the subjects.

Simplicio has a point here. Copernicus has proposed how things work outside the conditions we have on the Earth. Simplicio is saying-- "Hey, you want us to observe things? When we observe things, stuff doesn't move perpetually without someone moving it on purpose." It turns out that Copernicus was right-- in space, we don't have the issues of air-resistance and some of the other forces that slow moving objects down.

Galileo puts himself forward as the true Aristotelian in several places-- because they were both people who decided to observe first and then decide things.

Galileo will get some stuff wrong about curved motion being the natural motion, but this bit he gets very right. And, it is something that is really hard for people to remember. We somehow "get" that linear momentum is a thing, but angular momentum is still amazingly surprising. Check out this video for an example of that.

Oh-- I need to find this in Aristotle!

Love this!

This concept would resonate with Newton and help us get to his Law of Universal Gravitation.

Thought Experiment on the Principle of Relativity, Part 2.

The Thought Experiment on the Principle of Relativity, Part 1.

For my students who are reading this to find out about the Principle of Relativity (Newton and Einstein classes) and not theories of the Universe (Newton and Aristotle classes), you might want to skip down to my next comment.

What is truly motionless in the Universe? That's a hard one. Currently, we measure all relative movement in astronomy against the Cosmic Background Radiation or the Cosmic Microwave Background. But, we currently believe-- based on the work of Edwin Hubble-- that space itself is expanding. So, there seems to be no absolutely "still" spot in the Universe. Galileo wants to divide the Universe into the moving and the motionless here. But, we now think that there is nothing in the Universe that is motionless.

• This video explains why the Big Bang should be called the "Everywhere Stretch."
• More on the Cosmic Microwave Background

If Jane and Mary have a motion that is "common" to both of them, it doesn't matter to them that they are moving. But, if Bob has a different motion, both Jane and Mary think that Bob is moving. It's obvious. But, they might forget the the two of them are both moving. My laptop and I are moving at a breakneck speed as the earth spins on its axis and orbits around the sun all while the sun and the Milk Way Galaxy its in are also moving. But, I don't think about that most days. And, I would say that we are both sitting still in a coffee shop right now and the Mocha sitting next to me is not going to suddenly spill. It has a motion common to me and my laptop. But, if we came across something that was totally still-- we would notice! In fact, I would think, "Wow! That thing is moving FAST!"

I love this! Galileo's attitude shines through. Aristotle? Really? Didn't any of those people who worked on ships figure this out for themselves? He's saying, "Hey-- your hero worship is showing."

The Peripatetics were a group of philosophers who thought while walking. Sometimes it is used to refer to traveling philosophers or teachers-- kind of like "visiting professor" today. But, here, the speaker is saying that what SALV has said agrees with Aristotle. That is, " This is good, sound doctrine, and entirely Aristotelian." The Peripatetics were Aristotelian.

This is where the discussion of Galileo's Principle of Relativity really gets going.

This is my favorite passage in all of Galileo's writings.

There are some optical aberrations that were illusions of the telescope. But, they really got conspiratorial in their theories about the telescope at this time. It was much like people today who think our images of the Earth are part of a NASA conspiracy.

Interesting! Galileo was a friend of Kepler-- Tycho's best student and the man who disproved his model of the Universe after his death.

But, here, Galileo may give Aristotle too much credit. Science historians currently see the real lack of new experiments to test a conclusion drawn from observations as the principle difference between the science done by people before the Scientific Revolution and the science done during and after it.

Aristotle isn't Galileo's enemy and he acknowledges it here.

Simplicio made the mistake of saying that there aren't any changes because he never saw any. But, he has no means of detecting them! How many of these assumptions are we making today because we haven't invented some new way of measuring our Universe and its many dimensions?

Nerd-burn again! Ha, ha!

:-(

Aristotle might be more right about this than Galileo is-- that is that motion is made up of straight lines. Galileo will make a mistake about "curved motion" to be natural motion. He did not understand-- as we do-- how vector decomposition could explain the parabolic trajectory of a cannonball.

Wow! He is taking on Pythagoras and his secret society as well as Aristotle. His Dad took on Pythagoras and his music theories when Galileo was a child and his father was a famous composer.

So funny! I wish I could have taken classes from him.

This is a problem of scientists even today. If you go ahead to read Day 4, you might wonder if Galileo himself has this problem-- since his explanation of the tides is a bit off.

Ha! Nerd-humor/Nerd-burn!

This is just another ways of saying the problem they are looking at: "When I heat something to a certain temperature, how can I predict the color of the light that will come off of it?"

He wants you to think about a closed system. If you are doing Newton at the Center or you had me for that class, this is what Lavoisier is on about (and why we had the slide with the walls around Paris over and over again).

So, in a perfect vacuum. Because in anything less than a perfect vacuum, the velocity of light is a bit slower. Like when we use a prism of glass or water to separate light out-- we are using the fact that the waves slow down differently in goopier stuff.

And, these things are in some stuff that lets heat flow through freely. Like a perfect vacuum.

He's just saying you have a bunch of them and they all have their own frequency.

But, he knows his results are the better than anyone else has gotten so far. So, he's saying-- "Hey, don't give up before you check out my awesome results at the end."

A Calculus solution would have been more elegant. He's being a bit defensive here, since his "quanta" won't look like a nice Calculus formula.

Constants of Nature are a big deal. For more on them, I recommend this book: The Constants of Nature

This is a big deal. He is saying that his new theory is general. And, it's a relief to us. Because it means that we can plug in values when we see them and that they should always work.

But, how much of the theory did he actually understand himself at this point?

See Newton at the Center for Boltzman's Constant

So, the M&M experiment will tell us that there is none. But, for the purpose of measurement for the experiment here, it acts as if there is a stationary reference frame. Remember our first homework where you built a reference frame to observe the retrograde motion of mars?

He's saying that you have to look at the experiment for a long time compared to the period of the vibration. The period of the vibration is the frequency. So, it's not hard to look at an experiment much longer than that. Basically, he's saying we would expect there to be a whole bunch of random wavelength/frequency thingies showing up over the time we take a measurement. But, that's not exactly what he found.

Monochromatic means one color. The color of light is determined by its wavelength.

Max Planck's 1900 Paper Part B

So, why is this so separated from the last part? In this part, he wants to make clear what is new.

Link to next paper.

• E is Energy
• C is not the speed of light here. It refers to a constant.
• $$\lambda$$ is always the wavelength
• the little e is a special irrational number called Euler's Number).
• And, I'm not honestly sure if it is being raised to c the speed of light or C the constant in question. And, that's OK. Remember-- we don't need to totally digest any of the papers we are reading for this section. You can always go back when you have more information.

This is not the last we have heard of probability. And, remember when we looked at the Bohr model of the atom? We said that those orbital tracks were useful, but not what the atom was really like. Turns out the electrons are in orbitals of probability clouds.

For what a logarithm is see the optional "Dragon Finding with Logarithms" homework on our class page or this fantastic video by Vi Hart.

They turn out not to be so arbitrary. But, I like how we can see how humble he is at this point. He is just plugging things in to the math that work without knowing why they work and without being able to solve the equation exactly and it's bugging him.

If the continuous function thing were valid, then we could always get from S to U and U to S. But, it's not continuous, so we can't.

Remember, the n is important because it means that what he's talking about is in countable buckets and not continuous like Calculus wants.

Some constant goes here. So far, h is working around with Wien's Law and he's saying that "if you take a special case" you will get to the point where the second derivative (see the 2's in the left hand side of this equation?) of the entropy (he called that S earlier) compared to the vibrational energy (he called that U earlier) is equal to some number divided by the vibrational energy (the U on the right hand side of the equation).

The 2 here and the one below look like we are squaring something, but it's more Calculus. The 2 in this case is the second derivative. The derivative is the slope of the line. If the line is curved, the second derivative is how fast the slope of the line changes.

Scientific correspondence is still a big deal.

f(something) is a special notation in math. It looks like it means fsomething. But, it doesn't. It means "an equation where the only thing you have to plug in is the something". And we say that "f is a function of something". So, f(x) means that "f is a function of x". Here is an f(x): xx*x + 3. To know what that is equal to, all you need to know is what x is equal. Here he is saying that there is some equation where you just needed to know U. U above was the vibrational energy. The little n next to the U means that it is the particular vibrational energy for the resonator he was talking about a minute ago. Don't worry about the math other than that. But, there are some \(\bigtriangleup\)'s here. Remember from our "don't look down" lessons that this means the change in something.

Spoiler Alert! There is no Stationary Radiation Field. Michelson and Morley prove that and Einstein will talk about what that implies in his papers.

n is kind of a big deal here. In statistics, it relates to the number of things you are counting. And, what "n identical resonators" means is that there are a countable number-- so it isn't continuous like with Calculus.

Infinitesimal is talking about Calculus. Remember that in class we said that Calculus was giving them the wrong answers. When you add up the infinitesimal stuff he is looking at you get something like this: But, what Planck found out was that the energy comes in distinct buckets. So, it would look more like this in reality:

Remember in class when we talked about the wave on the string simulation? The beads on the string stayed in place and just move up and down. The vibrational energy he is talking about here is the energy the person who holds the end of the string would feel when the wave got to their hand.

To understand more about resonance, take a look at this phet.colorado.edu simulation.

Remember-- Planck is thinking about the Ultraviolet Catastrophe. Physics Girl and PBS Space Time both have great videos on this.

This shows how Public enemy started a physical movement among the people. Many took to the streets to participate in non-violent protests for the cause. Many were forced to hear what they had to say and there was a push for change. Public Enemy never wanted the protest to be violent, they just wanted change.

about 1/2 to 3/4 inch of rain last night. It did help

At least three people died, others are still missing

true

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j2mna

gadgets/ifr

This article is actually written about Trump's pronunciation of Nevada as it is short and to the point. It almost seems like Fox had to just throw an article out there to cover the topic. Basically this article talks about Clinton supporter's attacks on Trump for the way he says their State's name. While the CNN article went deep into Trump's political and economic strategies, this one was a quick review of why people were mad at trump for the way he talks.

The first thing i noticed when i got to the NBC website was that all of the political articles are about Trump. That really says something about the style of politics that are alive in the U.S. today. Although the article title talks about "Nevada" and how Trump says the State's name, it actually takes a deeper look into Trump's past business dealings and political affiliations. As opposed to the Fox news article that actually did focus on his pronunciation of Nevada. On top of that the author in this article goes after Trump's VP candidate as well as others that are in Trump's campaign committee. This article seemed more like an attack on trump rather than a criticism.

I don't think there's really a way to assess a student's understanding of a subject. There's a difference between memorizing facts and actual understanding of information. For example, I received an A in my AP Bio class but don't remember anything about Biology. I think the best way to assess understanding is having the student use his/ her knowledge in real-life situations. I saw small attempts at doing this at my high school. They started to implement "common core" which tries to engage students in critical thinking in all subjects.

This is our first indication throughout the book that David views women differently than the average man. We don't yet know the real reason why, especially since he then refers to "his" Hella. According to Juliet Gardiner, Baldwin's implication here is consistent with the wold wide view of women in the 50's. They were expected to be perfect wives and mothers, and often flirted with and arguably viewed as an object of entertainment.

Reading this last paragraph, it seems that not even David knows what will happen next in his life. The idea of having hope that something positive will happen in his life now. Or Giovanni won't be executed is weighing him down because even he knows that isn't realistic. Since the ending is so ambiguous I personally took David tearing the envelope Jacques sent him slowly as him trying to start over, but when he threw it in the wind as he was walking away the wind blows it back to him. Making me believe that even though he wants to start over and forget what has happened he won't be able to move forward because something in his past will keep bringing him down. I also believe that the reason why Baldwin made the ending so ambiguous is because during that time maybe he didn’t know what to do next or how to move on. It was said that Giovanni’s room was based off of actual events that happened to Baldwin before he starting writing this book. Baldwin was in a love affair with a man named Lucien Happersberger who ended up marrying a women and that’s why the book is dedicated to Lucien.

I tagged an article where Baldwin talks about Giovanni's Room and what it means to him as well as a very short clip of an interview with Baldwin.

As Steve Jones says in my attached article, the 19th century relationship between the US and Britain was actually quite strong. Doyle is using this brief mention of America to display the relationship between the nations at the time. Though America became independent from the UK in 1776, by the 1800's it has become quite reasonable for someone to possibly seek refuge in "the Colonies".

Musikzimmer Link

I don't understand why people are bothered if people are wealthy. People get rich for many reasons. They work hard in school and get a high paying job, they save money, they have inherited the money which also means someone worked hard to get it at some point and then there are the few times that people win money from lotteries or casinos. I don't think people need to be concerned why people are rich or poor. If you work hard and go to school you should be able to get a job and make money. If you end up poor you most likely didn't spend your life working or trying hard, you didn't go to school or you're just lazy. Sorry people worked hard in their life to get to where they want to be. I think saying something isn't right about people being poor and people being rich is complete b.s. because life isn't fair and nobody is ever going to be as good as someone else so I think people need to start dealing with that. I understand it sucks to be a kid and not be able to help yourself but that's not your fault. Parents need to step it up so they can take care of their kids. The top reasons for people in America to be poor are poor economy, drug and alcohol use, unaffordable housing, no education and medical expenses. I think the welfare system is a good idea but I think people take advantage of it if they don't want to work and thats not right. I think there should be more criteria to be able to receive welfare. I think it would be beneficial for the government to build a few cheap housing developments for the poor to help some families. It would be a good charity project. I just think it sucks that people don't work or do anything to help themselves then are complaining about being poor.

Here is a link to the Metropolitan Museum of Act website which explains to you all about this museum and what is has to offer.

Here is an example of the landscape being reproduced.

Here are a few extra interesting facts about the day of Washington crossing the Delaware.

This mall is also now know as a "dead mall" as seen in this link.

Here is an interesting mega-mall i have found in china that is now deserted because of online shopping. The plans have even started taking back its land.

I am the author of this paragraph. I am also one of the scientists doing the metabolomic studies. I am in collaboration with many others in this project.

I am the first author of this scientific paper. I also performed the calculations, made the images and wrote the paper.

HTTP status code

The articles obtained to review Trick Your Brain into Thrift by Paying with Cash by Crack Articles is a theory that can be held at both ends. The articles provided have several brushed details of numerous researches that have been done that links the psychological human being into using credits card. Vis versa there is not much details on how to make, trick, or psychologically change one’s mind into purchasing with cash. The psychological research lead to how one views cash and a credit card or how the individual’s emotions are effected by their economic stand point when making purchases. The types of sources influence by the credit card companies to encouraging the public into using their credit card are endless, but the top mechanism used today is earning money back while spending. A real soother to human ear, when one does not like to see cash disappear from their wallet. Acknowledging, the basis of the title that Cracked Article uses is clearly avoiding using cash. The title shouldn’t be Trick Your Brain into Thrift by Paying with Cash, but the Tricks Your Brain Uses to Have You Pay with Credit Cards or When Not to Shop to Be Thrift.

#29. Retain Information by Spacing Out the Reminders

Overall, I would agree with the validity of this article. The two references given are not peer reviewed from credible sources, but do accurately support the claims made in this article. Also, upon greater research in many scholarly articles, this system of flashcards and spaced repetition is widely accepted as a great study tool. It is well known and used often in many programs dedicated to learning new languages. Also, this article states in the introduction that, "...we need a scientific method to arrive at the exact minimum amount of time and energy we need to successfully retain important information." Similar to most of the other cracked claims from this article that are highly emphasized and exaggerated, this article poses a possible fallacy of false hope or misdirection and exaggeration used that this system of flashcards and spaced repetition will show great results with minimum effort. It will is false to believe that you will find your exact projected forgetting curve, and all the information will be accounted for and remembered. This system takes practice and there is a certain margin of error associated with this study tool that is not accounted for or overlooked in the cracked article. Also, the cracked article could have researched a little more and explained the system better. Within sessions (for example one day, one week, and one month) the material studied must be assessed and graduated, or held back from session to session. This allows for maximum efficiency within the system as a study tool.

The Declaration of Independence impacted the United States in more ways than one, Jefferson makes clear when he states "to prove this, let facts be submitted to a candid world;" he is referring to the reign of the King of Great Britain who has brought injuries and tyranny over the states. He wants his people to realize the corruption and wrongdoings that the king has caused. Jefferson is essentially saying that people should be uncorrupt in this new world and man should strive to preserve the pureness of this country keeping it from falsehood and injustice. It sparked my attention when I came across a newspaper titled "The North Briton" written by J. Wilkes and others which contained very similar diction and ideals of society during that time period. Wilkes is criticizing King George III for his speech in favor of the Treaty of Paris ending the Seven Year’s War; he states “Articles 15 is for having corrupted the sacred fountain of truth and put falsehoods into the mouth of Majesty, in several speeches made in parliament.” Wilkes is trying to uncover the king’s corruption and bring to light that he is lying to his people which ties closely to Jefferson’s actions and morals of being uncorrupt. Most people carried similar beliefs in the United States during the 18th century, it is very possible that the Wilkes could have been from Jefferson's era carrying the same ideals and values as him due to similar style of writing, choice of diction, and beliefs.

Doesn't TLS mitigate tampering and replay attacks?

This to me reads that the ETag in this response should refer to the resource at the end of the Location URI.

Also suggests this status code could be after a resource has been created but to me the 201 code still seems more appropriate.

The use of the word "describes" here seems to validate the inclusion of the newly created resource in the payload.

Content Negotiation has finally come of age! More frameworks should make this as "native" as Aspen does.