In many sources, Purity is said to be called Cleanness. Pearl, Patience and Purity differ from SGGK because the characters are "derived from a place of foolishness", along with the fact that the readers are supposed to understand past the main character's and "laugh" at their stupidity. Meaning that rather than the reader learn from it, they not replicate it.

Jason is the so called "villain" in the Epic Medea. He leaves behind and abandons his wife Medea and kids to marry the kings daughter, Glauce. However, Jasons villain arc comes more from weakness then anger or hatred. And thats what these epics are more about, people that are weaker or have less power. In the epic Medea, it states. "Typically, these are the people that do not possess power or the ability to dictate their individual moments/decisions. " This can be said also about the main character, Medea.

Why mordern tv series like to describe middle age as a "Dark Age"?

Manfred wants to be left alone

No one knows where this comically large helmet came from

The Prince of otranto has a father, manfred and the queen his mother and was preparing to get married to matilda then the day of the wedding he is killed by a comically large helmet

IPCC AR6 WG III chapter 5: Demand, services and social aspects of mitigation https://hyp.is/go?url=https%3A%2F%2Freport.ipcc.ch%2Far6wg3%2Fpdf%2FIPCC_AR6_WGIII_FinalDraft_Chapter05.pdf&group=world

Public Annotation of IPCC Report AR6 Climate Change 2022 Mitigation of Climate Change WGIII Chapter 5: Demand, Services and Social Aspects of Mitigation

NOTE: Permission given by one of the lead authors, Felix Creutzig to annotate with caveat that there may be minor changes in the final version.

This annotation explores the potential of mass mobilization of citizens and the commons to effect dramatic demand side reductions. It leverages the potential agency of the public to play a critical role in rapid decarbonization.

This is consistent with the recommendations from "Ostrich or the Phoenix".IPCC latest report AR6 Ch. 5 also advocates the huge emissions reduction achievable with demand reduction.

As per IPCC AR6 WGIII, Chapter 5 outlining for the first time, the enormous mitigation potential of social aspects of mitigation - such as behavioral change - can add up to 40 percent of mitigation. And also harkening back to Donella Meadows' leverage points that point out shifts in worldviews, paradigms and value systems are the most powerful leverage points in system change.

Stop Reset Go advocates humanity builds an open source, open access praxis for Deep Humanity, understand the depths of what it means to be a living and dying human being in the context of an entwined culture. Sharing best practices and constantly crowdsourcing the universal and salient aspects of our common humanity can help rapidly transform the inner space of each human INTERbeing, which can powerfully influence outer (social) transformation.

In IPCC AR6 WGIII Parlence, middle actors can mediate a community scale change, which becomes a force multiplier for individual change. Supercharging individual change is what can lead to significant scale of impact through many and many types of mesh interventions. The scale of such mesh interventions will have a "trickle up" effect to affect and accelerate the actions of top down actors.

This would be truly empowering as the current agency of the individual at the grassroots level is ineffectual.

Stop Reset Go (SRG) s a simple but powerful meme that is designed to be used by anyone to effect transition. When we recognize that something is harmful and needs to change, SRG can be invoked as a simple rule for transition. The colors of the traffic light are used as a mnemonic aid. If there is a problem with a human process, then STOP. think of an alternative way of achieving the same goal that does not bring about the harm (RESET). When the alternative has been trialed, tested and proven to work without causing more progress traps, then find a way to scale and implement the solution (GO).

SRG therefore becomes a simple mesh intervention that can be applied at all scales and dimensions. Its iterative and recursive use can be tracked in the Indyweb and interventions can be modeled by AI assistants that can analyze for potential unintended consequences through connections outside the focus area of the designer, and not normally explored by the designers. This augers a truly circular design methodology of the lowest potential impact.

IPCC AR6 WGIII Chapter 5: demand, services and social aspects of mitigation identifies that up to 45% of mitigation can result from a demand-side socialization strategy and collective action mobilization. This gives us tremendous power of impact to mobilize people. The low hanging fruit can be identified by comprehensive, ongoing, deep, global conversations with the greatest diversity of actors with a common vision collectively searching for the social tipping points, leverage points and idling resources and scaling massively thru the Indyweb as a cosmolocal network (what's light we share, what's heavy we produce locally).

Climate scientist and realist Professor Kevin Anderson has argued for many years that demand side changes are the only solutions that can be implemented rapidly enough to peak emissions and drop emissions rapidly in the short term (next few years), buying time for reneewable energy solutions to scale globally.

This is the key idea behind mobilizing an effective global, multi-stakeholder, bottom-up response. Minor operations implies an aggregate approach that has little impact, otherwise known colloquially as "tinkering at the edge". IPCC AR6, WGIII Chapter 5 articulates this same message and for the first time, outlines that demand side system changes can play a significant role in mitigation effectiveness against the hyperthreat. It must be collectively organized individual change that scales to community scales around the globe in order to have impact, leveraging what the IPCC call "middle actors".

An effective strategy must be very time sensitive to the short time window to peak emissions so must identify all leverage points, idling resources and social tipping points available to a global bottom-up mobilization.

We should place the definition of Assistive Technology here: Assistive Technology is technology used by individuals with disabilities in order to perform functions that might otherwise be difficult or impossible.

During the transatlantic slave trade, Europeans essentially enlisted the “help” of Africans to assist enslavement of their own peoples. They did this by giving small rewards of weapons, luxury goods, and winning wars against neighboring tribes. During initial explorations, “free” slaves guided the colonizers through the land and water. For any of this to occur, it was a plotted strategy using persuasion and even coercion. With the births of “mulattos” (children of Europeans and Africans), were bought back to Africa and infiltrated to continue the enslavement of African people. This was the beginning of the mental programming and trauma that has been engrained in the beings of POC and passed down for generations.

Reminded of Chapter 11 in The Odyssey:

I am likely going to retire this year and I find resonance in this as it appears that I will be accepting a "voluntary" buyout at the end of this fiscal year. My long sea journey, 25 years worth in teaching, will be officially over. Hence...the appeal to propitiate the gods, to let all the pain go, to ask forgiveness of the implacable Poseidon.

Bess, J. L., & Dee, J. R. (2008). Understanding college and university organization: Theories for effective policy and practice Volume 1 (1st ed). Stylus.

Lab to field. (n.d.). Behaviourally Informed Organizations. Retrieved June 21, 2020, from https://www.biorgpartnership.com/lab-to-field

Marx's analysis of a capitalist system begins by postulating that it's fundamentally composed of units called commodities.

In the capitalist system commodities have two features.

1. They are produced

2. They are produced by capitalists

Capitalists produce commodities by employing workers to produce them.

In this section, Marx begins his analysis of the first feature of the capitalist system (viz. that it is commodity producing). Workers and capitalists will not appear in Marx's analysis for several more chapters.

example and possible quote for book chapter

Chapter 1 of the text described how Eurasian peoples who were descendants of Africans, expanded and spread throughout the world influenced by environmental climate cycles and natural resources. Chapter 2 is about these groups who are now culturally and genetically distinctive after twelve thousand years of separation coming back into contact with each other and some of the disastrous results as a result. Columbas’s fleet was not the first contact between Europeans and Native Americans; it is likely that the Vikings were. The Vikings established colonies and interacted with some of the indigenous tribes of Canida as early as 1000 CE, almost 2500 years before Columbus. However, these Viking colonies did not last. It is likely the environment was a key factor in their failure. Beginning the 14th century, there was a mini ice age which occurred and lasted for four hundred years. It appears that increased cold temperatures made resupply of these colonies impossible, and it is also likely that food production was negatively impacted

When Columbas was approved by the Spanish crown to sail, Europe was thriving economically and its population was growing due to the large expansion and productivity of fishing. The text estimates that the global population was approximately 500 million “evenly split between Europe, Africa, and the Americas” While Columbus did not discover an empty continent, in a few hundred years, the virgin soil epidemics would make that a reality in some regions of the Americas.

It was the environment that forced Columbus to dock (permanently) with America when the Santa Maria “ran aground” on Christmas Day December 25th in 1492. After meeting with the local tribe, Columbus returned with two ships and some natural resources, including gold, wildlife, and crops, and wrote “Letter on the First Voyage” exaggerating some of his findings so as to receive approval to make another trip. In addition, Columbus transported native plants and animals of Central America back to Europe.

As travel to the Americas increased, Europeans brought over many plants and animals that affected the American environment. New crops and livestock were introduced, and horses were also brought over which greatly changed the culture of the Great Plains Indians. As previously stated, Europeans also brought over very significant trait: their germs. It is likely that up to 90% of the American Indian population in 250 years died as a result of these germs. The reason that the conquistadors were successful in conquering some of the American Indian Civilizations was that the disease had already decimated their civilizations and societies and prevented the indigenous populations from effectively fighting back. Europeans owed much of their inherited immunity from these viruses to their contact with their livestock, which was not present in the Native American tribes. Some large native cities experienced such large population die-offs, that new European cities were built right on top of the old ones (Mexico City) because very few inhabitants were left

Chapter 2 provides more information about how the environment altered the course of history for indigenous Americans and the European explorers. It is clear that with every significant historical event or trend, the environment had a causal role- impacting the decisions and ultimately histories of those involved.

In the first page, the blue introduce the income overview over past four decades. In addition, he talks about the relationship betweern technology change and income equality. I think the title of the third page needs to be revised. I feel very awkward when you put the Introduction title in this position. In my opinion, the introduction part of the entire group needs to be put together. Additional, you introduce two studies in the third page. In the fouth page, I think you can expand the content of the two studies.instead of repeating the same content.

Early Intervention E. (2013). Basic Information on EI. Retrieved November 1, 2017, from https://eiplp.org/basic-information/

If you think your child has a development issue, and the child is three or younger then Early Childhood Intervention is for you. If your family is eligible for services, the family will be assigned a provider who will work with the family and our early intervention team to develop and carry out an individualized service plan that addresses the child’s developmental needs and the family’s priorities. There are many certified community-based programs serving all cities and towns in the Commonwealth. “Each Early Intervention program is certified to provide services for a specified group of cities and towns, called a catchment area” (Early Intervention Parent Leadership Project , 2013).The cost is free to families! Early Intervention helps the child in the social emotional area too. The adults that work with the child create at bond with them. The children know they are safe and positive relationship with the adults. There are different activities the Early Intervention staff does with the children to help them with social emotional needs. For example, simply talking to the child and asking them how they are feeling. Even being silly and making the child laugh is making a positive and rewarding relationship. There are many team members that want the best for the child for example, physical and occupational therapists, speech and language pathologists, social workers, psychologists, nurses and special needs educators. The provider will come see the child wherever the child and caregiver are comfortable whether it be the home, daycare facility or the park. A great perk of having Early Intervention for your child is if they are still having trouble after three which hope doesn’t happen however they will have better chance of getting into the public school for more support. Falmouth Service Center McLeod, C. (n.d.). Health Insurance . Retrieved October 23, 2017, from http://www.falmouthservicecenter.org/health-insurance.html Falmouth Service Center is a wonderful place. They help in all kinds of ways. They have free meals twice a month. The food pantry services the people of Falmouth. However, every town has a food pantry that people can go to for food help. The center also helps people with financial assistance by helping to pay bills such as heating or rent. Falmouth Service Center helps with health insurance too. They will help you choose the right plan for your family. “Children can get MassHealth even if their parents do not have social security numbers or a green card. Your premium costs are based on your income and the health plan you choose” (McLeod). Their mission is “to ease stress, reduce hunger and improve the quality of life for our neighbors in need” (McLeod). The address for the Falmouth Service Center is 611 Gifford Street, Falmouth, MA 02540. The telephone number is 508-548-2794. Developmental Milestones Developmental Milestones. (2016, August 18). Retrieved October 23, 2017, from https://www.cdc.gov/ncbddd/actearly/milestones/index.html Developmental milestones happen as a child grows. Examples of developmental milestones are walking, talking and even smiling. The (Centers for Disease Control) has tools to help families know what to look for at each stage of life. The website also has categories for example, social and emotional, and language/communication and examples to know what to look for. If you are concerned about your child, the Center for Disease Control has a page of tips you can do to help your child, whether its asking for a referral or getting an evaluation. The website also has a way to help the caregiver know what to say when they are asking for help. For example, when you call your child’s doctor’s office, say, “I would like to make an appointment to see the doctor because I am concerned about my child’s development” (Developmental Milestones). Also, “be ready to share your specific concerns about your child when you call. If you wrote down notes about your concerns, keep them. Your notes will be helpful during your visit with the doctor” (Developmental Milestones).

Positive Approach to Learning Gronlund, G. (2013). How to Support Children’s Approaches to Learning? Play with Them! Retrieved October 21, 2017, from https://families.naeyc.org/learning-and-development/child-development/how-support-children’s-approaches-learning-play-them Positive approaches to learning is part of successful learning experience. A lot of what teachers and educators do to help children grow and to be the best they can be. How can we as educators do this, is by play! Young children gain so much by playing. The children explore, learn and play with new things everyday when educators use positive approaches to learning. Simple things such as a toddler stacking rings on the post is problem solving. If educators have a positive approach to learning it will help the children in later years in school and life. Families can have a positive approach to learning at home too. They can play with their child, interact with your child, have a conversation, or reading books to their child helps in so many ways. Even cooking together is a positive approach to learning because it helps the child bond with an adult. The child has to use their hands for fine motor skills. It is so important for parents to interact with their child. The child needs to have that bond with a special adult to them.

Promoting Positive Relationships Three, Z. T. (2010, February 21). Tips on Helping Your Child Build Relationships. Retrieved October 31, 2017, from https://www.zerotothree.org/resources/227-tips-on-helping-your-child-build-relationships Positive relationships to be extremely important in a child’s life. Having a role model or someone you can look up to is a way to stay safe, the child has someone to talk to, and the best reason to do the right thing. Just like it said earlier in the book if the child has an interested and caring person by their side, that child will be resistant. There is a list of strategies to help a child build positive relationships. First, allow for unstructured, uninterrupted time with your child each day. Play with your child. Don’t have interruptions. Don’t multitask. Be engaging with them. Have your main focus be on the child. Next is, let your child know you're Interested in his activities. Say things like, “You are using so many beautiful colors to make that drawing” (Three, 2010). Then there is, respect your child's feelings. “Accepting her feelings, without minimizing them or making fun, also increases the chances that she will share more with you as she grows” (Three, 2010). After that is, provide opportunities for your child to develop relationships with peers. Children have to have a lot of practice to understand to take turns, share, problem solve, and feel the joy of friendship. Next is limit TV and other "Screen Time". This limits the bonding time with the caregiver and experiencing the world around them. If the child does have screen time, make it beneficial by asking questions about the show. For example, how it made them feel or what was your favorite part.