text:
How do my personal values, principles, and commitments relate to the shared values, principles, and commitments that define "We the People of the United States of America"?+
Motivating Agency, Sustaining the Republic (15) America's Plural Yet Shared Story (18) Simultaneously Celebrating & Critiquing Compromise (5) Civic Honesty, Reflective Patriotism (8) Balancing the Concrete & the Abstract (5)
Are there specific moments of political and social change that constitute refoundings? Why? Or why not? (6) How am I a part of a community? (0) How and why do people live together? (0) How and why has the U.S. acquired its power and influence in the world? (0) How are American political debates today informed by the aims in the Preamble of the Constitution? By the aims of equal liberty in the 14th Amendment? By tensions between these two sets of aims? (0) How are political, economic, and civil rights related to each other? (0) How can I engage as a member of my local, state, national, and global community? What opportunities for participation do I already have, and how can I engage with them? (0) How can I take advantage of digital tools for civic participation safely and productively? (1) How can we assess and challenge leaders when we see the need for change? (0) How can we work with others (even those who disagree with us) to help make change in society? (0) How can you learn about their historical roots, particularly if history books haven't been written yet to cover the most recent decades of U.S. history? (0) How can your learning from U.S. history suggest strategies for how to address our shared contemporary problems? (2) How did debates about the new U.S. government play out among those who were not formally incorporated in decision-making? (1) How did different groups of people (e.g., enslaved peoples, Indigenous peoples, Britain, France, Spain, etc.) react to the colonists' fight for independence? (0) How did different groups of people understand and express their connections to the land? (0) How did ideas and debates about power shape the American Revolution and drafting of the Constitution? (0) How did ideas and debates about rights shape the American Revolution and drafting of the Constitution? (0) How did land change the ways people live, govern, and migrate? And how did people's choices change the land? (0) How did past generations of Americans understand and answer calls to civic duty in civil society, religious communities, and politics? (4) How did the institution of enslavement and practices of Indigenous removal and even extermination affect national unity in the U.S., and to what extent have we addressed their impact over time? (0) How do borders change over time, and why? (0) How do civil dialogue, investigation and analysis of issues, and civic action that is authentic, informed, and responsible strengthen our American constitutional democracy? (0) How do communities change? (0) How do communities name and talk about places? (0) How do communities shape the land? How does the land shape communities? (0) How do my personal values, principles, and commitments relate to the shared values, principles, and commitments that define "We the People of the United States of America"? (27) How do people become a community? (0) How do people describe who they are? How do I describe who I am? (0) How do people governed by a constitution make decisions? (0) How do the administrative agencies of the executive branch interact with the principles of a separation of powers and checks and balances among the three branches? (1) How do the political institutions of the U.S compare to those of other societies? (0) How do the political institutions of the U.S. interact with its economic structure? (0) How do we balance American ideals of justice with our national interest? (0) How do we engage with hard histories (e.g., enslavement, genocide, terrorism)? (0) How do we evaluate and reflect on the actions of people in the past? (0) How do we know what our leaders believe and if/how they would improve our community or country? (0) How do we work with and against other nations? (0) How does learning about the past prepare me to act in the present? (0) How does our government embody a social contract? (0) How does our particular form of government support freedom and equality? (0) How does sharing a government contribute to forming a people at the local, state, and national levels? (0) How does the environment impact my life and community? (0) How does the United States' kind and degree of pluralism compare with pluralism elsewhere in the world? (2) How flexible and adaptable are the political institutions of the U.S.? (2) How has access to citizenship changed over time in the U.S.? (1) How has civic participation changed throughout American history? How has it stayed the same? (0) How has the addition of executive agencies affected the original structure of the Constitution? (0) How has the concept of what it means to be a "people" changed over time? (0) How has the right to vote in the United States changed over time? How did people who could not vote organize to gain the right to vote? (0) How has the U.S. population changed over time? How have push-pull factors changed the U.S. population over time? (0) How have Americans resisted or reacted to the expansion of rights and citizenship claims? (0) How have changes in the media affected American civic experience? (1) How have changing approaches to political incorporation over time transformed the U.S. Constitution? (0) How have different groups (e.g., religion, race, ethnicity) shaped our society? (0) How have different groups of Americans taken responsibility for the landscape of the United States? How has that changed over time? How do they do so now? (1) How have I helped my class or family? (0) How have mechanisms of majority vote interacted with minority-protecting mechanisms over time? (0) How have people improved U.S. society over time? (0) How have people made our community better? (0) How have the different legal statuses of different sections of the American population affected the development of the United States over time? (0) How have the efforts to bring change by those without formal political rights played a role? (1) How have these stories helped individuals and families create, influence, or change institutions (e.g., political, media, faith communities, etc.)? (0) How is the U.S. Constitution designed to ensure that the country simultaneously has an "energetic government" (Federalist Papers) and protects rights? (0) How is the U.S. Constitution designed to support reform and redesign over time? Why does the Constitution make the amendment process challenging? (0) How should American foreign policy balance the interests of the U.S. and those of other states? (0) How should the U.S. exercise its power and influence, and why? With what limits, and invoking what ideas? (0) In what ways and to what extent have the diverse people of the U.S. become one nation and faced challenges to that? (0) To what degree should such moments be understood as extensions of the original founding story or revolutions against it? (4) To what extent have political parties both transformed American political institutions and also maintained the status quo? (0) Was the American Revolution a civil war? (0) What are "citizenship" and "civic agency" in general? in America's constitutional democracy? How does voting relate to other forms of civic agency? (0) What are my personal values, principles, and commitments? What fundamental sources do I look to or invoke for these? What gives those sources their credibility and authority? (9) What are my responsibilities for the land that I live on? (0) What are the institutional and non-institutional ways that people have made changes to society? (1) What are the leading principles and values guiding our ideas of good governments and what they do? (1) What are the opportunities and responsibilities of citizenship and civic agency in the 21st century? (2) What did the US Constitution as ratified in 1788, and the state constitutions of the founding era, say about how different groups of people could express their political will? (0) What distinctive challenges have accompanied race relations in the U.S., compared with other countries around the world? (8) What does it mean to "found" a country? When was the United States founded? (1) What does it mean to be "a people"? (0) What does it mean to be a part of a group? (0) What does it mean to describe the U.S. as a constitutional democracy or democratic republic? (0) What does it mean to say that American constitutional democracy is of, by, and for the people? (0) What does the idea of "national interest" mean? (0) What domains of policy (e.g., economic, climate, transportation, housing) impact the landscape of the North American continent and its territories? (0) What forms does civic participation take? Who has access to different forms of participation, and how has that access changed over time? (0) What gives societies their identities? (0) What have nations had conflict over in the past? What were the consequences of these conflicts? (0) What have treaties and other international agreements done across our history in addition to settling conflicts? (0) What is "civil society"? (2) What is a community? (0) What is an informal constitution and how does it change? (2) What is federalism, and what principles define it? What is its value, and what are its challenges? (0) What is pluralism, and how is it relevant to the American experience? (0) What is power? How is power reflected in your lived experiences? (0) What is the concept of political incorporation? How does it differ from assimilation? (0) What is the concept of sovereignty? (0) What is the nature and purpose of a political party, and why have some parties in the United States endured while others have collapsed? (0) What is the relation between political parties and the political institutions in the Constitution? (0) What is the shape of civil society in the U.S.? (3) What issues in current elections or local, state, national, or international decision-making are of most interest to you? (2) What kinds of challenges arise when people decide to take action to try to solve problems? (0) What kinds of stories (including non-European perspectives) tell us who we are and where we are from? (0) What makes people move from one place to another? (0) What matters to me and why? How can I make what matters to me be about more than myself? (1) What practical opportunities for participation are available to me? (1) What sort of ideas about all of these questions were articulated by people who did not have a role in formal decision-making? (0) What specific methods have Americans developed for adapting or preserving their society, and what are the strengths and limitations of each as we look toward challenges in the future? (0) What texts and resources best help you answer questions like these? What gives those texts authority or credibility? (0) What was the nature of the U.S. government when it was new? What were its central ideas? What were its shortcomings? (0) When and where have leaders and change-makers emerged in American history? What has motivated them and prepared them for civic engagement? (1) When and why has the United States advocated for freer and expanded global trade? When and why has the U.S. advocated for protectionism? (0) When/how do we speak up about something? (0) Which rights does the Constitution and its amendments express as affirmative rights (freedom to do something) and which as negative rights (freedom from domination or from government interference)? (0) Which rights have been most prominent in American thinking and debates? (0) Who am I, and what are my values and principles? (1) Who am I, and which groups or communities do I belong to, by choice or by ascription? (1) Who wins and who loses when a country expands? Is territorial expansion a zero-sum game? (0) Why and how do people take action in order to solve problems that affect them and others? (0) Why did the colonists disagree on fighting for independence from Britain? (0) Why did various groups compete for territory in North America? (0) Why do countries go to war — for what political, economic, territorial, and ideological reasons? (0) Why do countries trade? (0) Why do people running for office tell different stories about America, what America has been, and what America might become? (0) Why do people talk about the past? (0) Why do societies have governments? (0) Why is it important that people are able to say what they think, even if others might not like what is said? (0) Why might we want to make changes at local, state, or national levels? How can we promote change in an effective way? (0) Why might you question decisions that are made for/in your community? (0) Why should we learn about the history of the land we inhabit? (0)
Assessment (1) Exhibition (0) Games + Interactive (1) Lesson Plan (10) Multimedia (4) Resource Collection (13) Teaching Strategy (1) Unit Plan (9) Video (1)
Civics Connection: Liberty and Union
Source: Bill of Rights Institute
Students will explore how the relationship between the expansion of slavery and sectional debates about the nature of the Union. In doing so they will examine the overlap between historical events and constitutional principles.
Learning Objectives:Analyze excerpts from documents related to sectional controversies in order to trace debates about the nature of the Union.Recognize Founding principles and analyze the effects of competing interpretations of those principles in crafting national policy during the nation's first fifty years.
Related Skills: Historical Thinking Skills, Building Evidentiary Claims, Engaging in Difficult Conversations
Bill of Rights Institute
The Institute develops educational resources on American history and government, provides professional development opportunities to teachers, and runs student programs and scholarship contests. It seeks to to engage, educate, and empower individuals with a passion for the freedom and opportunity that exist in a free society.
See the full resource at billofrightsinstitute.org
Coming of the American Revolution
Source: Massachusetts Historical Society
In the years between 1764 and 1776, America truly became a nation: where before America had been a cluster of competing British colonies—with differing origins, goals, and policies—by 1776 colonists had forged a separate identity flexible enough to support not just revolution but nation building. By investigating the lives and events recorded in newspapers, official documents and personal correspondence from the MHS collection, students can immerse themselves in the past and discover the fears, friction and turmoil that shaped these tumultuous times.
Learning Objective:By examining the manuscript, print, and visual resources in this collection, students will be able to identify the multiple causes leading to the American Revolution as well as understand the lived experiences of Americans of different walks of life.
HDQ3.4A How does the United States' kind and degree of pluralism compare with pluralism elsewhere in the world?
Massachusetts Historical Society strives to enhance the understanding of our nation's past and its connection to the present, demonstrating that history is not just a series of events that happened to individuals long ago but is integral to the fabric of our daily lives. It provides programs, thought-provoking exhibitions, publications, seminars, and teacher workshops to engage the public.
See the full resource at www.masshist.org
Constitutional Conversations and Civil Dialogue
Uncover the tools to hold constitutional conversations and civil dialogue.
Learning Objectives:Students will learn the tools and process of holding deliberative dialogue.Students will learn to disagree without being disagreeable.Students will learn to actively listen and share ideas with peers during civil dialogue.
FIRE's First Amendment Curriculum
Unit Plan/Lesson Plan/Games + Interactive
Source: Foundation for Individual Rights in Education (FIRE)
Grades 9–12: Unit Plan/Lesson Plan/Games + Interactive
FIRE's First Amendment Curriculum guides students in learning why their free speech rights are so valuable, how they are essential to learning and to democracy, and about their proven history in securing justice and fairness for disempowered and marginalized populations. Centered in social and emotional learning, these lessons demonstrate how basic rights can be threatened and illustrate ways to protect them.
Learning Objectives:Students will learn why their free speech rights are so valuable, how they are essential to learning and to democracy, and about their proven history in securing justice and fairness for disempowered and marginalized populations.Students will discover why their own speech rights ultimately depend upon respecting others' equivalent rights.Students will learn what it takes to be an informed and engaged citizen.
Related Skills: Historical Thinking Skills, Engaging in Difficult Conversations, Growing Student Agency
HDQ1.4A How did past generations of Americans understand and answer calls to civic duty in civil society, religious communities, and politics?
Foundation for Individual Rights in Education (FIRE)
See the full resource at www.thefire.org
Foundations of Government
Source: iCivics, Inc.
This unit of lessons and tools examines the purpose, forms, and limitations on government.
Learning Objective:Students will complete this unit with an understanding of different forms of government, key influences on American democratic principles, and distinguishing features of governments around the world.
Related Skills: Analyzing Texts, Images, or Videos
HDQ5.4A What does it mean to "found" a country? When was the United States founded?
iCivics, Inc.
iCivics provide teachers with effective, innovative, freely accessible resources that enchance their practice and inspire their classrooms. It strives to ensure every student receives a high quality civic education, and becomes engaged in —and beyond— the classroom.
See the full resource at www.icivics.org
Freedom of the Press: New York Times v. United States
This documentary examines the First Amendment's protection of a free press, the historic origins of this right, and the ramifications of the landmark ruling in the Pentagon Papers case in which the Supreme Court ruled that prior restraint was unconstitutional.
Learning Objective:Help students understand the right to a free press under the First Amendment of the Constitution.
Related Skills: Media Literacy
Modifications in this lesson: Deaf/Hard of Hearing
Historians Must Contextualize the Election for Voters
Resource Collection/Multimedia
Source: New American History
Grades 9–12: Resource Collection/Multimedia
Elections provide concrete examples for teachers to help students make authentic connections between what is traditionally taught in secondary civics or government classes and the very real-world consequences we face with each election cycle. In this learning resource, historian Joanne Freeman makes the case for historical analysis as a means to engage students in exploring the political processes which shape our nation's democratic society.
Learning Objectives:To distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.To analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, and changes in Americans' participation over time.
Modifications in this lesson: Special Education, English Language Learners
HDQ1.4B How have changes in the media affected American civic experience?
New American History
New American History explores America's past, harnessing the power of digital media, curiosity and inquiry. Its core projects include Bunk, a curated remix of contemporary online content, and American Panorama, an interactive digital atlas.
See the full resource at resources.newamericanhistory.org
In Their Own Words: Women's Petitions to Congress (1830 - 1971)
Source: National Archives Center for Legislative Archives
Students analyze women's petitions to Congress from five different eras to identify the issues women petitioned about, place the petitions in the context of their time, and understand how women have used the First Amendment right to petition to make their voices heard.
Learning Objective:Students will understand how petitions to Congress show ways in which women engaged in politics to bring about change in the government and society.
Related Skills: Analyzing Texts, Images, or Videos, Historical Thinking Skills, Taking Informed Action
National Archives Center for Legislative Archives
The Center for Legislative Archives preserves and makes available to researchers the historical records of the U.S. House of Representatives and the U.S. Senate. Through its public outreach programs, the Center uses these historical records to promote a better understanding of Congress and the history of American representative government.
See the full resource at www.archives.gov
The 14th Amendment's Equal Protection Clause Lesson Plan
Source: Street Law Inc.
This lesson uses primary source analysis to explore the evolving interpretation of the 14th Amendment's Equal Protection Clause.
Street Law Inc.
Street Law develop classroom and community programs that educate young people about law and government. Street Law programs and materials help advance justice by empowering people with the legal and civic knowledge, skills, and confidence to bring about positive change for themselves and others.
See the full resource at store.streetlaw.org
The 19th Amendment: A Woman's Right to Vote
This film addresses citizenship, the power of the vote, and why women had to change the Constitution with the 19th Amendment to get the vote.
Learning Objective:Understanding the role of social movements to effect change.
Women & the American Story: Confidence and Crises, 1920-1948
This free curriculum unit from the New-York Historical Society consider what it meant to be American in the decades following World War I. Materials focus on the tensions caused by the social, economic, and political shifts of the era and how women took action on a broad array of issues.
Learning Objectives:Students will learn about activism in the decades following World War II and consider some of the many issues activist women took up following the passage of the 19th Amendment.Students will consider how the Post-War era reflected both the incredible changes that took place during the war and a return to traditional values for women.
Women & the American Story: Growth and Turmoil, 1948-1976
This free curriculum unit from the New-York Historical Society explores the decades following World War II and considers the action that different groups took to advocate for their rights. Materials also examine how shifting political and social ideologies impacted women's lives.
Learning Objectives:Students will learn about some of the roles women played in the wide array of activist-led movements that formed in the 1960s and 1970s.Students will consider how the ideals and the realities of post-war America differed and the roles women played in both promoting and resisting the middle-class suburban vision of American democracy.Students will learn about feminism and the women's liberation movement and consider the debates, progress, and setbacks in the 1960s and 1970s.


Without accurate and timely transcripts, attorneys and their staff will not have the clear, detailed, written record of deposition, hearing, and trial proceedings. The transcripts are the archived record of these legal proceedings, which is why timeliness and accuracy is paramount. At Atkinson-Baker, we provide our team with the necessary training and skills needed to assist in providing the verbatim transcripts which help lawyers navigate their cases.
An interview with one of our very own transcript inspectors highlights the key to accurate and prompt delivery of these transcripts.
What does a transcript inspector do?
Before answering what a transcript inspector does, it is helpful to know that two jobs are needed for effective transcript production, once the completed transcript is turned in by the court reporter. First, there is the quality assurance (QA) professional, who is tasked with checking for obvious errors, such as formatting, within the body of the transcript. Once the transcript is reviewed by a QA professional, the transcript inspector must then perform a critically important review of the delivery and handling instructions.
An inspector reviews key details to ensure that client instructions have been carried out to the letter, which includes double-checking case name and number, persons in attendance, time and location accuracy, attachments being used as exhibits to the transcript, reporter certificates, down to the smallest details of client instructions. The best service pays attention to the small details, and it is the QA professional and transcript inspector who ensure these details receive their just due.
What qualifications are needed to excel as a transcript inspector?
Since inspectors and QA professionals alike are working with language, a mastery of spelling and grammar is important for spotting errors. They need a keen eye for detail and an ability to remain alert and organized while conducting a review. Just as important, however, is the virtue of patience, which ensures that clients receive transcripts that have been diligently reviewed because no shortcuts were taken.
Simply put, training is essential. Not only does training help inspectors gain familiarity with Atkinson-Baker's own workplace policies, it is just as important that an inspector learn legal terminology, necessary for doing a thorough transcript inspection. From time to time, an inspector will also need to work with court reporters and lawyers to double-check work on the production line, which only serves to further highlight the importance of this training.
Inspectors must have a firm grasp of state and federal codes and procedures regarding handling of transcripts. These are new concepts for beginning inspectors, which is why an effective training program is the only way to ensure inspectors have all necessary skills. Having worked at Atkinson-Baker for eight years and counting, I can say that the training has given me every resource needed to succeed as a transcript inspector.
How does the Atkinson-Baker team ensure quality and timely transcripts are produced?
It all starts with our team-based approach. We work together and monitor progress as a cohesive unit, which really helps when a rush order is needed or similarly complicated scenario arises. This team-based approach led to my most memorable day on the job, when a rush order needed to go out in 15 minutes. In this tight window, I caught a small discrepancy and called the court reporter to make the change. The reporter was so grateful, and I was happy to help. The bottom line is I am not doing my job if I don't catch those errors, and that is part of operating as a team to meet the needs of clients. While there are frustrations and difficulties on some days, which is true of any job, it is the team-based collaboration that keeps me loving what I do.
Our interview with a member of the production team demonstrates what clients love about Atkinson-Baker: Our team-based, collaborative approach was created with a goal in mind, which is to provide our clients with accurate and timely legal services they can count on every time.
Contact us to learn more about the legal services we offer and to discuss the legal services your law firm needs.


This NPC is located in the Thunder Forges, an area north of the central Mogu ruins on the Isle of the Thunder King.
Besides being the objective of a (rotating?) daily quest, he also drops the Strange Metal Ingot which is needed for Blacksmiths to begin the quest to learn how to forge Lightning Steel. As of the current build (16467) the quest is not yet implemented and the item will give you a "quest already completed" error.
He has three main abilities, a lightning ring which deals PBAoE nature damage centered on him, a lighting column which deals nature damage in a wide line in front of him, and roaming sparks of various speeds which deal 15k/sec nature DoT in a circle around them. All of these mechanics are easily dealt with.
The main challenge in defeating him comes from a scripted event where he becomes immune to damage every 25% of his health. To remove his immunity, players must disable the four active forges channeling towards him. But the forges are surrounded by a fog which, you guessed it, deals nature damage. At 50k/tick, it will kill you in seconds. To avoid taking damage, you must jump across the elevated parts of the ruins jutting upward out of the fog until you are within range, then channel each forge until it is deactivated, all while avoiding the roaming sparks, which persist in this phase and will interrupt your channel if they strike you.
Itoka is what I like to call a Mini-Boss of Thunder Isle because he has Mechanics to how you fight him. He's located in a courtyard near the Thunder Forges.
Through-Out the fight; there will be sparks floating about with a radial circle around them, extending a few good yards. If you step into the radius of it you'll take a certain amount of damage over the time you're standing in them. As a Blood DK I took about 13k damage every 2-3 seconds. So it's wise to avoid these at all costs. Some of these sparks move faster than others and sometimes you may get two or three overlapping paths so be aware of where you are when you're killing him.
One of Itoka's Abilities causes a Radius AoE called Ring of Thunder to originate around him. It's a huge radius so as soon as you see him cast it; Run the heck away. As it can do about 250k Damage. This attack is avoidable if you can't get out of it in time, by running behind an object to where you are not in his LoS. I usually killed him near the anvil where he spawns so I just run behind the pillar there.
Another ability he'll often use right after Ring of Thunder is a front AoE attack with a 45 yd range called Column of Thunder. So just step out of it and you'll be fine.
At around 50% Itoka will have a bubble pop over him similar to an Anti-Magic Shell called Thunder King's Protection and become immune to all forms of attacks. While he is like this there will be four electrical charged poles with electricity stemming to him up around the four corners of the Courtyard he's in. You must disable these to continue the fight and kill him. But there is a trick.. the water that surrounds those poles are now electrified and can kill you if you stand in them long enough. So.. to avoid this you need to find the pathway to each pole and stay on it to avoid being electrocuted. These pathways look like tables on the water. You'll need to jump to them to avoid the shocking pools just beneath them. Not only that, but remember those floating sparks from before? Well they're still there to mess with you. If you get hit by one while trying to deactivate the charge on the pole.. it interrupts the casting and you take damage. So make sure to avoid coming in contact with those roaming static balls of doom.
Once the charges have been deactivated he wont put the bubble back up through out the entire fight; so you're safe to kill him.. well.. sorta.. You still have his two attacks and the roaming static balls to deal with. But once he's dead Engineer's and Blacksmiths will be able to loot the quest item Peculiar Energy Source and Strange Metal Ingot, respectively for their professions.
Once you've accepted the quest it's just a short 10 seconds run to the location of where you turn it in! If you're facing Itoka from his back side; simply turn to your left and you'll see the Thunder Forge Door. While there are two Mogu guarding the place, there are no Mobs inside the Thunder Forge.
Question guys, it says on MMOchamp that: "Unlocking the Thunder Forge is part of the 5.2 legendary quest line". So to actually for the schematic to drop I need to do the quest chain? Because I do not raid and from what I've seen it all revolves about raiding. Could someone please confirm?
Can someone help me? I killed this guy and a few people jumped in that weren't in my group and when I killed him, a troll looted the ignot before I did. That was like 3 hours ago, the mini boss hasn't respawned yet and I really want that ingot that the troll took from me. I was wondering if he had a fast respawn time or if I can only have the opportunity to loot it once or something.
Killed this guy twice today. After the first kill he respawned within 5 minutes. It has been about 4 hours since second kill and he has not respawned. No quest item dropped for me as an engineer.
Killed this guy 4+ times for the blacksmithing and engineering item (engineering item did not drop) Near instant respawn. Got called by guild to go kill one of the warbringer rarespawns in townlong that was bugged and respawning 5 seconds after it was killed (same as Itoka). After about 30min Blizz live hotfixed it. Went back to Itoka, killed him once, and he hasnt respawned in the last 6 hours.
It would appear that Itoka is currently phased to not appear till his phase of the assault is underway. Even if your able to reach this section of the map prior.
Can anyone confirm if he spawns during phase 1 after the hot fix? Or did the hot fix only affect the respawn times?
How do you get to him?
Well i've been camping him for 5 hours and nothing, no one saw him spawn on my server. I bet the hotfix had something to do with it, you need to get to stage 4 to get him to spawn. And it's easy to get to his spawn point just get around the island on the left side and swim till 44,27 where there will be a kind of a ramp on which you can get up, then you need to get through a cave and that's it.
On stage 4 now and he's not dropping the quest item.
Just hit stage 4 today (26MAR13). Can confirm Itoka is back in game and dropping the Lightning Steel Ingot. I was the only BS though, so I can't say if it's lootable for multiple BS per kill or not.
Camped him for almost two hours today. Saw the quest item appear in the loot table at least 50 or 60 times, but couldn't loot it even once. It appears that it's the fastest clicker which means if your computer is slow, you're SOL. This is quite possibly the most poorly designed loot system Blizz has ever come across and if it's not fixed soon, it may be the last straw. I have no desire to continue paying a company that finds pleasure in screwing its player-base over.
I killed him 2 times in a row today. He spawns FAST. Everyone with bs who participated got the loot, ungrouped. I got the Ingot both times but it is SB so the extra one is useless. You turn in the quest inside the Forge. Then you get Notes on Lightning Steel which contains 7 schematics for bs. See pic i am posting.
I just got Itoka (Tues, 3/26/13 @ 12.48AM Eastern Time), helped someone else kill him on my way to complete another Stage 4 Quest. As a quest guy he is either generically available or bind on faction like many other bosses now. Also, in my fight, I joined at near 50% during the interphase and clicked off the last of the 4 forges, then popped my CDs and nuked him. He did NOT enter another phase at 25%. Either its been changed or there is a CD on that ability.
and he DID drop the item. I do not know if it is a hotfix or something else.
My BS is 600. My Kirin Tor is Exalted. My Shado-Pan Assault is Friendly. actually the lfr runs got me to Honored. I do not know if any of it makes a difference, but I DO have the quest item and will be turning it in very soon.
You can look me up to verify that I have learned the patterns. toon is Hrobertgar-US-Medivh.
He is part of the daily quest Forge Ahead! now and he re-spawns within 15 to 20 seconds of dying.
Guess BLizz still hates engineers. wee.
This guy can be soloed, but it will take a very long time, and you'll need to be moving almost the entire fight. He's immune to most CC - snares, morphs, repent and sap-like things, all of them.
To the posts saying that the problem is his shield phase - no, that part is a reprieve; he's not attacking you, you can heal up and then leisurely turn the lightening rods off. The hard part is the AoE's he casts himself, and the sparks roaming around the area.
On my paladin I didn't even bother to stop moving, just ran in circles around him so I'd be ready to bolt out of the AoE.
On my boomkin I was constantly using Wild Charge to get far away enough to cast, and popping Celestial Alignment on CD to spam Sunfire-Moonfire combo on him.
Bottom line, he can be soloed, but you want to kill this guy with a group - hell, an enemy player who'd ganked me an hour ago /begged and /truce'd at me so we could kill him together. This guy is that annoying.
Get to the middle edge of the platform closest to the lighting rod.
then your cog wheels will be clickable.
Killed him 4 times today still nothing for engineering. Hopefully they will fix it soon if they still plan for more advancements in engineering.
Same here... Killed him 10 times yesterday and today and NO Engineers guide... Come on Blizzard... Fix this already!
Just wanted to let people know not to be too worried about this fight. I figured I would need a friend to help me take this guy down, but I gave it a try anyway on my BS alt (Ret Pally) that only has ilvl 445 and the fight was really easy. Just avoid the aoe and don't touch the lightning pools at 50%.
I have no idea why Blizzard thought this was an acceptable "wrap-up" boss for dailies.
He can be a very tedious going on impossible boss to solo if you are not into platforming in WoW. Why would you solo him? I dunno, it's 3AM on my server, I'm doing dailies, and I haven't seen anyone near him in a whole hour.
Is there someone out there that thought WoW really needed platforming?
I don't understand why so many people seem to be having a difficult time with this guy. Nothing but cry babies play anymore. He's no different than any other NPC in WoW. Pew pew .. don't stand in shiat .. don't get hit by shiat .. pew pew ... stay out of the void zone.
For anyone else looking for details on the fight, use common sense and work him over. I downed him with no issues on my RF geared fury warrior for the smithing patterns. He was so easy, I brought my hero geared DK to get the smithing patterns.
Strange note about this guy- I was fighting him on my warrior, and had my Mr. Bigglesworth companion pet out. I was going to right click on the poles to get rid of his shield, and I'm not sure if it was the water or the lightning circles, but they killed Mr. Bigglesworth ._. Resummoning brought him back alive with full HP, but it was still quite frightening to watch my kitty die.
And all of this for 57 silver and 110 Black Prince rep. Unless you are a masochist, pass this embarrassment by. It is a complete waste of time and bad design. After all the millions of dollars AB spent on their design team, they should subcontract it to the Department of Motor Vehicles after this tribute to retarded sloths. Clearly this was designed by a government agency.
If I have hurt any designer's feelings, my apologies on one condition: I want that time back. You figure out the details.
Just did him. I am a lvl 600 blacksmith. Now he drops the following recipes: Plans: Lightning Steel Ingot, Plans: Thunder, Reborn, Plans: Drakefist Hammer, Reborn, Plans: Lunar Crescent, Reborn, Plans: Planar Edge, Reborn, Plans: Fireguard, Reborn, and Plans: Lionheart Blade, Reborn.
Just to update this a little -- abilities are exactly what Ravij describes. As a warrior with Timeless Isle gear, this is a fun solo fight though not a huge challenge. Dodge around the pillar near his spawn point to LOS Ring of Thunder, watch out for the floating sparks and don't step in the electrified water.
It was really fun reading about all the fight mechanics of this guy, and hearing of them from friends. In the end, I went toe to toe, standing still except when it moved, solo with a 501iLvl Ret pally and waxed this guy in 90 seconds flat. No big deal, won 500G on a bet that I'd die trying too.
ilvl 400 Shadow Priest here, was able to kill him after a couple of tries. As others have said, keep moving around a lot. Used my Mindbender throughout the entirety of the fight to deal damage while I ran around, when it was safe to stand still for a second I hit him with spells or healed myself. His shield portion of the fight is actually GOOD, it gives you time to heal up and wait for cooldowns to reset (Mindbender, in this case). I'm no expert, but it worked!
This NPC can be found in Isle of Thunder.
Itoka yells: Lord of thunder... protect me!
Itoka yells: The storm will consume you!


I'm not suggesting CBS is paying $1.8 Billion for domain names. However, CNET does bring with them an impressive list of some highly brandable, extremely rare domain locations. Over time, CBS will leverage them to create lasting, high-recall brands in the marketplace and cornerstones to their overall online strategy. CBS has had trouble gaining traction beyond the Sports arena online, with the acquisition of CNET's developed and undeveloped brand assets, they now have a platform of possibilities and potential to grow on.Another point to mention is that CBS has their toes dipped in numerous forms of media. These brand assets will give them value-added traction for every single ad dollar they spend marketing these locations be it in print, television, display etc. As the marketplace continues to get more saturated with brand messages, the high-recall nature of these brand assets will make each ad dollar CBS spends marketing these locations go further.


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Citation Paper presented at the annual meeting of the American Educational Research Association, Chicago, 2007.
Citation Proceedings of the Redesigning pedagogy: research, policy, practice conference, Singapore, May - June 2005.
Citation Proceedings of the Redesigning pedagogy: culture, knowledge and understanding conference, Singapore, May 2007.
Is teach less, learn more a quantitative or qualitative idea?


This funky groove drum beat makes for a quality drum loop for bass guitar backing tracks or as base drum beats to play guitar to or drum loops to create your own musical projects. This 120 BPM funk rock drum beat has a has a tight texture. Track has a standard verse and chorus structure, and some simple tom fills. Drums were recorded dry with slight reverb and has a flat EQ. Length 4:10 minuets long and 120 beats per minute.
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All my drum tracks, drum beats, drum loops & videos posted on YouTube are my original creations and all copyright and intellectual property rights belong to GuitarMaps. All tracks are for personal, private non-commercial use and not to be re-distributed in any way without permission. To use my drum tracks in any way requires direct permission.


text:
Orvis /Welsh Terrier - All About Dogs
The happy-go-lucky Welsh Terrier lives for fun. You'll often find them leaping off of furniture and bounding down hallways with gusto—even after a long walk. Their high energy level, combined with their terrier-like stubbornness, can make the Welshie a difficult first-time dog. They need a firm, yet gentle, owner who can put up with rambunctious behavior and win good behavior. Consistent training is important when it comes to living with a Welsh Terrier, but so is the ability to laugh at her antics.
The Welsh Terrier is nicknamed the Welshie.
Coat - The weather-resistant double coat of the Welsh Terrier consists of a hard, wiry overcoat in black and tan, as well as a soft undercoat.
The Welsh Terrier is a sturdy, compact dog of medium size. She is tan, with a black 'jacket.' Her rectangular head holds small, dark eyes and is topped with V-shaped ears that fold over. She should convey a confident, alert expression. Her build should suggest a rugged dog able to work, with muscular legs, strong hindquarters, and a free and effortless gait. The hard, wiry coat is black and tan, with a black jacket covering from her neck to her tail and down the thighs, and reddish to light tan elsewhere. The muzzle and legs possess wiry furnishings. A docked tail creates a square look. The Welsh Terrier is an intelligent, eager breed with no shyness or viciousness. – AKC Breed Standards
The Welsh Terrier may look like a mini Airedale Terrier, but was developed separately—the Welshie being the older of the two breeds by a few hundred years. Originally called Black and Tan Wirehaired Terriers, Welsh Terriers were developed in Wales to hunt fox, badgers, and otters—and though small, they're sturdy enough to tackle the job. As the Welshie's development continued in Britain, they were still used mainly as a rugged hunting breed rather than in show.
The AKC recognized the Welsh Terrier in 1888. Once a common working dog on farms and on the hunt, Welsh Terriers are now considered rare, with an average of fewer than 400 Welshies registered with the AKC annually.
The playful Welsh Terrier is always thrilled to spend time with family. Though a Welshie comes with plenty of terrier qualities, this intelligent breed is often eager to please—as long as you present your request in the right way. The more fun something is, the happier the Welshie. She's a goofy, inquisitive, and affectionate dog.
Are Welsh Terriers Good with Kids? Of the terriers, the Welsh Terrier is one of the better choices for a household with children. Welshies are rugged and can tolerate the high-energy play that comes with children—they often love the rambunctious activity that comes with kids. Nipping and tugging at clothing tend to occur when a Welshie plays, which is an important consideration for households with small children. Nipping and tugging should never be allowed during play, especially with children in the home. This behavior should be ignored or redirected, and never encouraged. Though usually trustworthy with kids, no dog should ever be left unattended with children.
Are Welsh Terriers Good with Other Pets? Though often a good choice for a household with other dogs, Welsh Terriers may be territorial or possessive of belongings or food thanks to that terrier personality. They're not a good choice for small animals such as rats, hamsters, or birds. They may be able to live with dog-experienced cats, but are likely to chase in play.
Watchful Welsh Terriers will bark to alert you of an approaching stranger, but the alarm is likely all you'll get out of him. The friendly dog's loyalty is easily swayed with treats or petting, which means they make lousy guard dogs.
Rambunctious Welsh Terriers have plenty of energy to spare. They are always ready to play, even if they've just finished a game. Tearing through a fenced yard and running laps through the house are favorite Welshie activities.
Can be stubborn
Possesses incredible amounts of energy
May play rough
Known to bark and dig
Loves to test limits
Prone to wandering
Needs lots of exercise
Can be territorial without socialization
Indoor Welsh Terriers can be rowdy indoors, but with plenty of exercise and an acceptance of the fact that they will likely use your furniture as a springboard, Welshies make loving indoor companions. They may adapt to apartment living, but access to the outdoors and an area to run off energy is necessary. They are terriers, so barking is to be expected.
Outdoor Time outdoors is a top priority for the Welsh Terrier, but they shouldn't be expected to live outdoors full time. Neither should they be trusted outdoors alone for any amount of time as they have a propensity to wander. They have a wiry, weather-resistant coat that can manage inclement weather, but it's not made for full-time outdoor living. As terriers, they also possess a love of digging and can excavate a lawn in no time.
Exercise Outdoor exercise—30 minutes to an hour per day—is necessary to keep the Welsh Terrier happy and healthy. They can get some of their exercise through indoor play, but outdoor romps are necessary to prevent unruly behavior inside.
Endurance Welsh Terriers were built for work, and their high endurance has stuck with them throughout centuries. They've got the stamina to play all day, and then some.
Running Miles: Welsh Terriers are often able to manage runs of three to five miles, if well-conditioned.
Hiking Miles: An adult Welsh Terrier may be able to hike up to eight miles, but they have a high prey drive and may wander, so leashes are recommended.
Food The general recommendation for how much high-quality dry dog food to feed an average weight Welsh Terrier is ¾ to 1 cup per day, split between two meals.
While terriers tend to display food guarding behaviors, these behaviors are not more prominent in the Welsh Terrier than in other breeds. Regardless, children should never be allowed to touch or remove food while any dog is eating.
Alone Time Welsh Terriers require plenty of exercise and play throughout the day. With at least an hour of exercise, and plenty of attention during the day, they can be left alone for five to eight hours during the day. They are people-oriented, energetic dogs—hiring a dog walker will help give them a break to burn some energy during the day. Crate training can help prevent destructive behaviors while unsupervised.
Regular brushing will keep the Welsh Terrier's wiry coat in top condition. Stripping the coat is necessary every 8 to 10 weeks. Bathing is needed only as necessary.
Trimming nails regularly will help prevent painful splitting, cracking, or a broken nail. Terriers may be sensitive about having their paws touched, so get your Welsh Terrier used to it early.
The Welsh Terrier may be prone to breed-specific health concerns, such as:
Legg-Calvé-Perthes syndrome
Eye concerns including glaucoma
Allergies and food sensitivity
You can minimize serious health concerns in a Welsh Terrier by purchasing her from a reputable breeder who engages in responsible breeding practices, and through screening for common diseases and conditions.
Welsh Terriers are intelligent, but may be stubborn. The best way to get a Welsh Terrier to do what you ask is to turn it into a game. They live for play, so make basic obedience training as fun as possible—try short training sessions, with varied activities and plenty of rewards. Enthusiastic praise and positive reinforcement are the ways to earn a Welshie's best behavior.
Agility, advanced tricks training, rally, and flyball are activities that Welshies may enjoy. Though the Welsh Terrier tends to make up her own mind about what rules to follow, if you turn it into playtime she'll likely be game. The more mental and physical stimulation you provide a Welsh Terrier, the happier she is.
Though not a common choice as a sporting dog, the Welsh Terrier still holds on to its hunting instinct. Welshies may appreciate the ability to put that instinct to use in Earthdog competitions.
Is the Welsh Terrier a miniature Airedale Terrier?
No, the Welsh Terrier is not a miniature Airedale Terrier. Though they look similar, the Welshie has been around for centuries longer than the Airedale—and there's a bigger difference between the two than size alone. Welsh Terriers are rambunctious, outgoing terriers with a big dog in a small body complex, while Airedales are often more aloof. Neither breed is known for having a biddable nature, but the Airedale is considered the easier-to-train of the two. Welsh Terriers may be more rambunctious, and rough play is common with the breed. Airedales are playful, but the Welsh Terrier takes play to another level—their high-energy play is often quite rowdy.
Are Welsh Terriers hypoallergenic?
Though no dog has zero risk of causing a reaction in allergic people, the Welsh Terrier is considered a hypoallergenic breed. Because dander and saliva also contribute to allergies, one should not assume that a Welshie will not trigger an allergic reaction in sensitive individuals—but they may be less likely to do so than other breeds.

redpajama_set_name: RedPajamaCommonCrawl


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text:
Arbury
Arbury Carnival
I Come from a Place
In 2014 Kettle's Yard commissioned social documentary photographer, Katherine Green who, in collaboration with communities across North Cambridge, captured the growth of community-led activity in the area since its formation.
Green captured portraits of many residents who have been at the forefront of community activity since the estates were constructed to those who continue volunteering today. Green is a trained oral historian and she recorded interviews and memories of the area from her subjects that were included in a final exhibition at Kettle's Yard in October 2014.
The building of the Arbury Estate began in 1957 and now covers an area of around 100 acres. Prior to this the land had been open farmland. The estate was built with a couple of shops but little to no facilities for recreation or for meeting others.
The estate had been planned on paper with open spaces for recreation, cul-de-sacs to discourage cut through traffic and promote pedestrian access, but with no public consultation in planning at the time, as soon as people moved in, it became evident that there was a lack of community facilities.
It was not until 1969 with the publication of what was called the Skeffington Report: People and Planning that Town Planners began consulting the public with planning matters.
In North Cambridge, the needs of the community quickly became apparent and these then helped to determine the characteristics of the area – many young mothers moved to the area and needed play facilities for their children, they sought each other out, set up groups like the 'Grovebury Ladies' and formed campaigns to provide a playground; the desire for more trees to be planted was another issue that soon raised its head and was pursued relentlessly by members of the community; an annual carnival was developed and still brings people together year on year; the church has played a central role in the development of the area and its infrastructure with them backing and sometimes driving local campaigns; the need for community meeting places was identified very early on in the areas' development and a campaign was mounted to build a community centre. These factors were not planned for, they have been developed from a need and a desire for people to come together, to meet, to socialise and to live in a pleasant environment.
Katherine Green reflected:
When I first arrived in Arbury, my overwhelming impression was how green the area is; there's a great sense of light and open space as well as many different trees – I saw my first Walnut Tree. Secondly I was struck by just how much there was to do and how many community centres there are. Trying to book in some time with anyone over 60 proved difficult. I was competing with lunch clubs, tea clubs, outings, etc.
What has been absolutely fascinating in North Cambridge is seeing quite obviously how a new community was formed, the human needs and the people that have driven that development and made the area what it is today.
Community can't be imposed, planners can't force it, it's something that develops and it's something that is driven by the needs of the people and in particular dedicated individuals willing to try to make a difference and willing to give their time to this end.
My work therefore in the area has focused on key people that I've been introduced to who have played a particularly constructive role in changing the area for the benefit of others.
It has taken the will and drive of certain individuals to come together in order to establish community centres and facilities that today are well used and loved.
I Come from a Place is a small recognition of the people who have helped shaped an area which most have described as a lovely place to live.
Through discussions about the area Arbury Carnival was repeatedly cited as the epitome of community activity. The first Arbury Carnival was in 1977 and was organised in celebration of the Queen's silver jubilee that year. The carnival is organised by a dedicated team of volunteers and continues to attract 3,000 – 5,000 visitors a year. The impact of this event has been significant amongst local residents and Green collated personal photographs creating a visual chronology in celebration of the Arbury Carnival.
Part of the project also includes work made with one of the groups that meets at Meadows Community Centre. Club United is a weekly girls group for teenagers, run by Amy Chapman, Youth Worker for North Cambridge and Matt Howell of Romsey Mill. Their photos explore their own relationship with the area and contrast with the experience of the older generations.
A. Skeffington (1969) People and Planning. Report of the Committee on Public Participation in Planning ('Skeffington Report'). HMSO, London
Katherine Green Photography
Kettle's Yard – I come from a place…
Bombs on Great Eastern Street
Coleridge Road
Talk – 22 July 2015
2 - 8 Harris Road, Arbury
10 Searle Street
Pye Unicam Works, Arbury Road
5 Arbury Road
19 Acton Way
26 Roseford Road
6 Darwin Drive
Roman Burials at Arbury Road
65 Hertford Street


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text:
Tag Archives: Animal Rights
The Quick & the Dead
American Literature, Animal Rights, book reviews, destiny, fate, Fiction, Greek myth, Joy Williams, Literature, Novels, nursing homes, Orphan Pamuk, Pulitzer Prize Finalists, Reading Suggestions, Religion, Roman myth, The Quick & the Dead, Theology, Women's Literature
Joy Williams' novel is not the basis for the American Western of the same name. This episodic book is best reserved for Federico Fellini.
Orphan Pamuk acknowledges that his novels are vehicles to express the points he wishes to make. He uses characters as vessels, crafting a story into a novel. Joy Williams is principally recognized for the quality of her short stories. I wanted to read these, but the library only had this novel. I was thought about Mr. Pamuk's method of writing while reading this novel.
Although grounded in three adolescent women, the book is neither a character study, nor plot driven. I was struck by some of the reviews of the novel on the jacket of the book. The New Yorker was quoted: " Beautifully written, profoundly strange, and fiercely mordant." All true, but not easily describable despite the novel being a finalist for the Pulitzer Prize in 2000. The novel is open to each reader's interpretation if there is one. The book is not a slice of life. It is not strange enough to be science fiction, as the Twilight Zone might be. It is not fantasy. It is an ensemble piece that deals with life and death; fate and destiny. It is mythic, philosophical, theological, arguably anti-humanist and darkly funny.
The principal characters are teenage girls who have lost one or more of their parents and are living in rural Arizona with either their father, grandparents, or occasionally alone. Alice is a zealot, manic, eco-warrior, that is censorious. She can walk into any room and stifle any conversation. She lives with her grandparents and is trying out womanhood. Corvus, lost both her parents and wants to revenge the murder of their dog by a neighbor. The latter later reemerges as mentally, if not physically, abusive boyfriend of the desperate mother of Emily Bliss Pickless, a precious 8-year-old animal lover who convinces a wealthy owner of a taxidermy museum to close it. Corvus is in a semi-conscious state due to mourning. Annabel is the daughter of a wealthy widower, Carter, who recently moved from Connecticut to Arizona to avoid having anything to do with his deceased wife Ginger. Unfortunately, the ghost of Ginger continues to stalk him in his house and to criticize him and his new gardener boyfriend. Annabel is a "material girl", who is the counterweight to Alice. Unfortunately for Annabel, it is summer, and school has not started. You can't always choose your friends. Certain American neuroses are expressed through these young girls.
The strength of the novel is the description of life at the local nursing home, Green Palms. The three girls initially do volunteer work there. Green Palms is limbo, a mini- Divine Comedy; the place between the living and the dead. It is an argument for fate instead of destiny. It is a place where Corvus ultimately admits herself.
Nurse Daisy at Green Palms, tells Corvus that to serve is not to love. Is Corvus in search of love; is it the love in Corinthians 13? Nurse Daisy is cynical. "It is completely cynical, this continuous peddling of the natural world. It's not out there anymore! Even old-timers don't find anything familiar in this empty symbolizing, this feckless copycatting."
"They can't see you, of course", the nurse said. "Most everyone in this residence has the dark water in their eyes, glaucoma. They only pretend to see you. It is much like life here, but it is not life and that's not why you came back. Because you were going to leave us, weren't you? You were that close to leaving, but then- let me guess- you saw some cruddy thing that had within it all the treasure of being, some cruddy thing that turned radiant in the light of your regard. So you come back to wait for the waiting, as one waits for the dead. You are not one of those signs-and-wonders girls, you'll have nothing to teach, you'll serve in silence, you'll get the dark water yourself, you'll labor undetected, they"ll bury you out of this place like some failed old postulant.
"The air in Green Palms is restrained. There was a sense that salvation was being deliberately, cruelly withheld. And there was a speechless concurrence that it was hardly significant that in their lives the birthday presents had been purchased, the weeding done, the letter written, the windows washed, or the preburial contract sensibly arranged. And if, with some effort, they could recall the affairs that had been consummated, the roads taken, the languages mastered, the queer meals eaten in foreign lands, of what consequence was that? This had been the destination all the while."
"Alice had a little theory about the soul that she was somewhat loath to share, as certain of her theories had been discredited in the past. For example, when Alice was a child, she believed the sex of a baby was determined by the one who tried hardest in the making of love; girls were made by women who concentrated, and boys when the woman wasn't quite paying attention. Concerning the soul, she had tentatively concluded that when someone ended up in this waxed and flourescent way station that was Green Palms, his or her soul was still searching for the treasure that was meant for it alone. But the search had gone on just a shade too long. The soul didn't know where it was, only that it was in the place where the treasure meant for it alone would never manifest itself. As a conclusion, Alice had to admit this wasn't much… Still there had to be an explanation as why some people ended up being tenured to death for so long without being dead."
Sherwin, a gay, suicidal, aging piano player who entertains at Carter's cocktail parties, is seduced by Alice and in turn seduces Alice. He might have been named Lee"(Liberace). He offers a theory about the 3 girls. They are the Moirai, the so-called Fates: they spin, allot and snip. Alice is Atropos because she is inflexible and would cut the thread of life. Annabel was Klotho, the spinner, good-hearted and unaware of what she was doing. Corvus was Lachesis, the measuring one. There is an interesting discussion of Fate and Destiny in classical Greek and Roman mythology at the Fates. Sherwin discounts them being the Furies, because they are too differentiated. They also may not represent the Moirai. Sherwin cannot remember the name Lachesis when trying to associate Corvus with her. Corvus in Greek mythology is the raven and in Edgar Allen Poe's poem a symbol of mournful and never-ending remembrance.
Juxtaposed against the futility of life is Emily Pickless. For her there is no time for thought, just for doing. Life is each day, a day without limits. Alice wants to escape God's numbers, but is reminded that one day her number will be called. A lifetime is neither a day, nor an eternity. Worse is Annabel.
"Annabel went inside and looked at the magazines. Your Prom looked fascinating. She took it over to the checkout line and stood behind a man with an immense fistula on the back of this neck. It had a little black hole in the center of it as though he was in the habit of trying to locate it with a pin or pencil. What if eternity was like this? Standing behind a huge fistula in an unmoving checkout line with the last copy of Your Prom magazine."
Ms. Wiiliams is a strong advocate of animal rights, perhaps supportive of PETA. Alice and Emily reflect her feelings about animals. There is one scene with Alice that may express how far she might go. She may also have strong feelings about nursing homes and those who work in them.
"Actually, Alice did have some suspicions about the nurses. In a book she'd been reading about nurses' experiences in Vietnam she had come across one nurse's account of goober contests. The nurse was working in a ward where no one got better, no one. They were all just boys in there, none of them much older than twenty, and they were all comatose and mostly limbless and the nurses would upon occasion, usually national holidays, place them in competition with one another. Bets were taken, money changed hands. The nurses would prop them all up in bed and arrange the beds in a row. Each nurse had a boy and each would clean out her boy's tracheotomy hole at the same moment and the boys would involuntarily shoot out there big balls of phlegm, sometimes a considerable distance. The nurse recounted that she had a hard time adjusting when she returned home, which was of little surprise to Alice."
I would recommend this novel, but it is not for everyone. I still want to read Ms. Williams' short stories.
American Literature, Animal Rights, Book Clubs, book reviews, Fiction, historical fiction, Humans, Karen Joy Fowler, New York Times Notable Books, Novels, Psychology, Reading Suggestions, Robotics, We Are All Completely Beside Ourselves, Women's Literature
On May 29, 2014 I reviewed "The Science of Herself", a collection of short stories and an abbreviated biography of the sometime science fiction and fantasy writer Karen Joy Fowler. In "We Are All Completely Beside Ourselves", a coming of age, historical novel, Ms. Fowler delves into the psychological consequences of a family raising a child and a baby chimpanzee as siblings. A The New York Times' 100 notable books of 2012, this novel is a must read.
I previously reviewed two other psychological historical novels: "The Man Who Walked Away" (see February 13, 2015) and "A Tale for the Time Being" (September 3, 2014). The latter was written by Ruth Ozeki, who Ms. Fowler acknowledges for her support in writing this novel. Their unassuming writing styles belie the depth of their works. In Ms. Ozeki's novel, suicide and cultural dysfunction are explored. Here the subject is more basic: what is it that makes us human and distinguishable from our primate relative? Fern and Rosemary are epigenetic sisters in childhood. Genetics, however, cannot be ignored. As Fern ages the difficulties or raising a chimpanzee outside her natural environment emerge.
Rosemary is the Monkey Girl. She knows she is different, but the differences are not always clear to her. Fern also does not fit in when resituated with other simians in lab cages. Ms. Fowler, through her characters, examines animal rights in the context of business and scientific research.
"The infliction of economic damage on those profiting from misery is a stated goal… This is why a number of states are considering laws that make the unauthorized photographing of what goes no in factory farms and slaughterhouses a felony. … It's no coincidence that one of the Abu Ghraib torturers came to the military directly from a job as a chicken processor."
The use of animals as pin cushions, food and pelts is not a diatribe. It is deftly handled within the context of the characters. Such "ag gag" laws have failed to be enacted in any state, although North Carolina had a Bill introduced in 2015.
The author's larger purpose is exposing ill-considered psychological studies of animals vis-a-vis humans.
"But no one would name a baby after Harry Harlow. He'd taken rhesus monkey infants away from their mothers and given them inanimate mothers instead, mothers alternatively of terry-cloth or wire, to see which, in the absence of other choices, the babies preferred. He claimed, deliberately provocative, to be studying love.
The baby monkeys clung pathetically to the fake, uncaring mothers, until they all turned psychotic or died. 'I don't know what he thought he'd learned about them,' Lowell said. 'But in their short, sad little lives, they sure learned a hell of a lot about him.'"
Human study of animals is a one-way mirror. The presumption of intelligence is anthropomorphic. How well do animals adapt to humans and the human environment? Fern learns to sign as a means of communication. Rosemary can understand some of the mannerisms of Fern, but she, nor any other human, can communicate in the language of any animal.
"'Here's the problem with Dad's approach.' …'Right in the fundamental assumptions. Dad was always saying that we were all animals, but when he dealt with Fern, he didn't start from that place of congruence. His method put the whole burden of proof onto her. It was always her failure for not being able to talk to us, never ours for not being able to understand her. It would have been more scientifically rigorous to start with the assumption of similarity. It would have been a lot more Darwinian.'"
There have been studies that animals do not have the equivalent long-term (episodic) memory of humans. Primates apparently have short-term memory that is far superior to humans. Whether this is due to superior senses or different mental faculties is not clear (if the latter it might merit study in the treatment of Alzheimer's and dementia). There is no way to know the strength or weakness of episodic memory in animals, although data has been persuasive that scrub jays have episodic memory. Temporal remembrance -when things happened- is a weakness in animals and most humans.
At some time in the not to distance future we will need to come to grips with what is human. Google has a patent that instills robots with human traits. Deep learning, neural networks, will create machines that are independent thinking and perhaps more advanced than human. Science fiction may be misnomer. The fiction may be our present beliefs about ourselves,
This novel is more subtle than this review might indicate. It is first a good story with good characters. It is not a rant. The characters deftly raise questions within the context of the storyline. The plain language makes the evolving story unexpected and more powerful. Ms. Fowler tells the story starting in the middle and works backwards and forwards. I was not sure how she was going to end the book, but like the rest of the novel it was done strongly.


text:
Q: A code puzzles me in koa2 Here is the code
let name1 = "nobody"
let name2 = ctx.request.query.name || name1;

This code is equivalent to
let name2 = ctx.request.query.name?ctx.request.query.name:name1

I thought here || is or, and is this a function in ctx.request.query?

redpajama_set_name: RedPajamaStackExchange


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Tel Hadid Expedition
Tel Hadid 2018–2019: Preliminary Report
אודות תל חדיד: מיקום וסביבה, זיהוי והיסטוריה
About Tel Hadid
Why Excavate Tel Hadid?
The 2020 Tel Hadid Season was remarkable!
Tel Hadid in the Media
Excavating at Tel Hadid 2018: A Report from a Team Member
Our international team includes senior scholars, PhD candidates, MA and BA students. We all share our passion to archaeology and history of the land.
Dennis Cole
Dennis Cole is a Professor of Old Testament and Archaeology occupying the Mcfarland Chair of Archaeology, Chairman of the Division of Biblical Studies, Co-Director of the Michael and Sara Moskau Institute of Archaeology, NOBTS, and Co-Director of Tel Hadid Expedition. Upon the completion of a commentary on Numbers (The Evangelical Exegetical Commentary for Logos), Dennis plans to initiate a new project, The Vineyard and the Cultus: A Study in the Socio-Cultic Implications of Bronze and Iron Age Viticulture and Vinification
Amit Etya
Amit Etya is an M.A. student at the Department of Archaeology and Ancient Near Eastern Cultures, Tel Aviv University. Currently living in Rishon LeZion, Amit took part in the Tel Azekah Expedition and the Beit Shemesh salvage excavation. Amit is also a part of the photography and social media team of the Institute of Archeology at TAU.
Ido Koch
Ido Koch is a Senior Lecturer at the Department of Archaeology and Ancient Near Eastern Cultures, Tel Aviv University, and co-director of the Tel Hadid Expedition. He studies the archaeology of Bronze and Iron Ages Southern Levant. His recently published monograph (The Shadow of Egypt, Jerusalem, 2018) deals with the Egyptian–Levantine colonial encounters during the Late Bronze Age. He participated as an area supervisor at Ramat Rahel (2007–2010) and Tel Azekah (2012–2016).
Ruthy Lewis
Originally from San Diego, California, Ruthy is currently working on her M.A. in archaeology at Tel Aviv University. She is writing her thesis on Roman and Byzantine period glass from Tel Hadid, retrieved from the salvage excavations in the 1990's. She has participated in a variety of excavations in israel, including most recently as a staff member at the salvage excavations at Beit Shemesh. Ruthy is really looking forward to the coming 2020 season.
Gary D. Myers
Gary earned his M.A. in Biblical Archaeology at New Orleans Baptist Theological Seminary in 2018. His master's thesis, "At the Threshold of the City: The Excavation and Interpretation of the Middle Bronze Age Gate at Tel Gezer," was developed during Gary's work as area supervisor with Tel Gezer Water System Expedition (2016–2017). After seven seasons of excavation at Tel Gezer, Gary joined the Tel Hadid Expedition as an area supervisor in 2018. His areas of interest in archaeology and anthropology include: city gates/boundaries, funerary/burial customs, Middle Bronze Age culture, Iron Age culture, the Neo-Assyrian Empire, and liminal space.
James Parker is a Professor of Biblical Interpretation and Archaeology at New Orleans Baptist Theological Seminary. He serves as Co-Director of Tel Hadid Expedition, the Executive Director of the Michael and Sara Moskau Institute of Archaeology and Associate Vice President of Facilities, NOTBS. Specialized in Hebrew and Old Testament Studies, Greek and New Testament Studies, and Church History, James authored The War Scroll: Genre & Origin (Borderstone Press, 2012), which investigates the various literary forms that are contained within the War Scroll, 1QM.
Noa Ranzer
A local Tel Avivian, Noa completed her B.A. studies in philosophy and literature, and is currently an M.A. student of Archaeology at Tel Aviv University. Noa's thesis focuses on the subject of "Object's Biography: Middle and Late Bronze Age Scarabs in the Yarkon Basin," under the supervision of Prof. Yuval Gadot and Dr. Ido Koch. An Area Supervisor at Tel Hadid, Noa has participated at the expeditions to Tel Azekah and Tel Shimron.
Alexandra Wrathall
A Ph.D. candidate at Tel Aviv University, Alex is a field archaeologist and Iron Age II ceramic specialist. Originally from Australia, she has a Bachelor of Arts and a Masters of Research (specializing in Ancient Near Eastern narrative and narratology) from Macquarie University, Sydney, and M.A. in archaeology from Tel Aviv University. An area supervisor at Tel Hadid, Alex has enjoyed working at a number of sites across the Southern Levant, including Tel Azekah, Masada, Tel Aphek, City of David/Silwan, and Naḥal Nitsana.
Eli Yannai
Eli Yannai is a co-director of the Tel Hadid Expedition. As a former IAA senior archaeologist, Eli excavated hundreds of sites across Israel and published numerous excavation reports and articles dealing with the archaeology of country.
Omer Ze'evi-Berger
Currently residing in Tel Aviv, Omer Ze'evi is a field archaeologist. He has an M.A. from Tel Aviv University. His master's thesis deals with Late Bronze Age pottery at Tel Beth Shemesh, Israel. Further to this, Omer specializes in digital and landscape archaeology. Beginning in 2012, Omer has had the pleasure of being part of archaeological expeditions to Tel Beth Shemesh, Kiryath Jearim and Masada. In the upcoming season Omer will work as an Area Supervisor.
Come and dig with us!


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Fire contracts discussed during Blackduck Council meeting
Members of the Blackduck City Council met for the regular February meeting discuss fire contracts, administrative reports and to accept the resignation of the liquor store manager.
Blackduck Librarian Nance Kunkel was present, along with Library Board President Amy Grandlund, updated the council on the library.
"We had 157 kids in the summer reading program," Kunkel said, "and that is great for Blackduck."
She also noted that Carson Nendick has received a $1,000 scholarship through the reading program and that the library had received over $4,000 in donations, the largest one coming from Hines Township.
Grandlund explained to the council that they would have to be appointing someone to the library board as Leo Johnson's term was coming up in September and he has already served as many terms as allowed.
Both women told the board that they were also short three board members.
The board thanked both of them for their update before they moved on to the fire department update.
A few of the area townships were represented for the fire contract portion of the meeting which wasn't due to begin until 6:30 p.m.
Blackduck Fire Chief Rick Bogart told the council that the department had received the resignation of Jay Brambrink who had moved to Virginia.
After a short discussion, the council accepted Brambrink's resignation, acknowledging him for doing a good job while he was with the department and wishing him the best in the future.
Blackduck Liquor Store manager Shawn Waldo's resignation was then read and approved. Waldo, who had been at The Pond as manager for the past four years, accepted a position with the Northome School as the administrative secretary. Her duties will also include accounts payable and receivable.
Council discussed how they would fill her position as well as who would be able to take over her duties.
City Administrator Karin Elhard told the council that she felt the assistant manager, Shawnda Patch, would be able to take over for Waldo. Discussion on the issue was short as the council went with the recommendation and appointed Patch as the new manager. They also approved hiring a part time bartender.
Elhard gave an update on the community coordinator position funding request.
"The Blackduck Development Corporation continues to move forward with establishing a community coordinator position," she said. "Angel Normandine, the administrator at the Good Samaritan facility and I have come up with a job description and ar now at a point to determine how this position will be funded."
The council broke into a discussion on how much it was willing to commit to at this time. The proposal called for the city's portion of the position to be $12,500 annually for the next two years. The same amount would also come from the BDC.
The Northwest Minnesota Foundation would be willing to kick is $20,000 annually for the next two years as their portion of the position.
Following a lengthy discussion, the council felt they would be able to commit to half of the $12,500.
Under the police department report, new Blackduck Police Chief John Wilkinson was welcomed by the council.
A manager at the golf course was discussed and the council gave approval for Elhard to advertise for a new golf course manager.
In other business, the council made the following designations:
named the Blackduck American as the city's official newspaper
Named Wells Fargo Bank and Deerwood Bank as the city's official depositories
Approved Drahos Kieson and Christopher of Bemidji as the city's attorney as well as Boyle Law Office of International Falls.
At 6:30 p.m., the regular meeting was closed to open the public hearing for fire protection contracts.
Bob Sandbo representing Hagali Township, Bill Rabe of Hines Township, Terry Frenzel from Langor Township and Ron Jedlicka of Taylor Township were all present for the discussion concerning the township fire contracts.
Everyone was given a sheet with the 2012 budget on it and how much fire protection would cost each township.
There was confusion as to why all the townships would be paying the same amount regardless of how big the township was or how many calls the fire department responded to.
The annual fire contracts are set to expire March 31 therefore, the townships need to have their contract signed and turned back in before that date.
Because of the contracts bring presented in the way they were, Hines Township Representative Rabe offered to put together a revision to the contract for fire protection services and said he would present the revision is they could all get together at a special meeting. This special meeting will be held Feb. 27 at city hall at 6 p.m.
With everyone in agreement, the fire contract meeting was closed and the regular meeting reopened before Mayor Jason Riggs called for adjournment.


The Short filmmaker " Sarjun" has signed doing a thriller film with Lady Superstar " Nayanthara." His debut film Echcharikkai Idhu Manidhargal Nadamaadum Idam hits the screens. Like his short films, Sarjun impressed the audiences with his thriller genre. Echcharikkai Idhu Manidhargal Nadamaadum Idam star cast has " Sathyaraj," Varalaxmi Sarathkumar, Yogi Babu, Kishore Jayaram and Vivek Rajagopal, a newcomer. Sundaramurthy KS is the music composer. Sudarshan Srinivasan cranked the camera and Karthik Jogesh is the editor of the film produced by Timeline Cinemas. The film will definitely be a landmark in the career of Varalaxmi and Sarjun. Although it starts at a slow pace, the film picks up well and brings the audiences to the seat's edge. Sarjun has checked minor details and also has designed the characters well. This film will definitely set a good base for Sarjun's upcoming film. All the best Sarjun!


text:
Manos a la obra va ser una sèrie de televisió de comèdia espanyola produïda per Aspa Vídeo i Acanto Cine & Video, emesa originalment per la cadena espanyola Antena 3, en horari estel·lar, entre el 8 de gener de 1998 i el 22 de juliol de 2001, sumant un total de 130 episodis, distribuïts en sis temporades. Está protagonizada por Carlos Iglesias y Ángel de Andrés López.

Des del 20 d'agost de 2015, la sèrie completa està disponible a la venda en DVD, en un pack de dos sets.

Argument
La sèrie narra les peripècies de Manolo (Ángel de Andrés López) i Benito (Carlos Iglesias), dos paletes d'obres menors, sense cap maldat, que sempre destrossen el treball per als quals han estat contractats, allí on se'ls enviï. Tots dos han passat l'equador dels quaranta anys i viuen en un cèntric i tradicional barri de Madrid. Són socis al 50% ("fifty-fifty", com assevera Benito) de l'empresa de reformes en general "Manolo y Compañía" (o segons Benito, "Benito y Compañía"). Per a tirar endavant el taller de nyaps compten amb l'ajuda de Tato (Jorge Calvo), el rústic nebot de Manolo nouvingut del seu poble, i de Tania (Kim Manning) una lampista polonesa "putamadre" (tal com es presenta davant els clients).

Reben la majoria dels encàrrecs de part de la seva Relacions Públiques particular, el Super Fashion decorador d'interiors Tino (Fernando Cayo), treballant sovint en zones de l'alta societat, on no sempre se saben barrejar.

Les seves històries i vivències es desenvolupen en una castissa corrala (edifici que envolta a una plaça, accedint-se als habitatges des de l'exterior), on tots els personatges resideixen. En ella se situen el local de l'empresa d'obra de paleta dels protagonistes (en el fictici carrer Lanzarote nº19) i el bar La Molleja, lloc on el duo d'operaris i altres personatges fan el que volen amb el seu sofert cambrer, Evaristo (Evaristo Calvo), que sempre els insisteix que han de prendre alguna cosa si volen ser allí. També es troben altres negocis, com el gimnàs de fitness Olímpia o una botiga de decoració La Oca.

La sèrie també aprofundeix en altres àmbits diferents al professional, on es dona a conèixer la faceta més tendra i afectiva dels personatges: la relació mare-fill entre Carmina (Carmen Rossi) i Benito, o les batusses matrimonials d'Adela (Nuria González) i Manolo.

Episodis
Es van realitzar un total de 130 episodis, dividits en 6 temporades, entre els anys 1998 i 2001, amb una durada de 55 minuts de mitjana per episodi.

Repartiment

 Carlos Iglesias - Benito Lopera Perrote (Temporada 1 - 6) (1998 - 2001)
 Ángel de Andrés López - Manuel "Manolo" Jumilla Pandero (Temporada 1 - 6) (1998 - 2001)
 Fernando Cayo - Faustino "Tino" (Temporada 1 - 5) (1998 - 2001)
 Jorge Calvo - Protestato "Tato" (Temporada 1 - 4) (1998 - 2000)
 Nuria González - Adela (Temporada 1 - 4) (1998 - 2000)
 Carmen Rossi - Carmina Perrote (Temporada 1 - 6) (1998 - 2001)
 Kim Manning - Tania (Temporada 1 - 6) (1998 - 2001)
 Evaristo Calvo - Evaristo (Temporada 1 - 4) (1998 - 2000)
 Silvia Marsó - Noelia (Temporada 1 - 2) (1998)
 Jesús Vázquez - Antonio "Tony" (Temporada 1 - 2) (1998)
 Luis Varela - Luciano (Temporada 2 - 3, 5) (1998 - 2001)
 Silvia Espigado - "Romy" (Temporada 3 - 4) (1999 - 2000)
 Lourdes Bartolomé - La "Rufa" (Temporada 2) (1998 - 1999)
 Jorge San José (Nico) - Nicolás "Nico" (Temporada 1 - 2) (1998)
 Carola Manzanares - Pepita (Temporada 2) (1998 - 1999)
 Tomás Sáez - Antonio (Temporada 4 - 6) (2000 - 2001)
 Mariana Carballal - Rosalía (Temporada 4 - 6) (2000 - 2001)
 Mónica Cano - Lorenza La "Loren" (Temporada 5 - 6) (2001)
 Mónica Cervera - Nicolasa "Nico" (Temporada 5 - 6) (2001)
 Estela Redondo - Jennyfer "Jenny" (Temporada 6) (2001)
 Antonio Medina - Paulino (Temporada 1) (1998)
 Enrique Escudero - Miguel "Miguelito" (Temporada 1 - 6) (1998 - 2001)
 Antonio Chamorro - Mariano (Temporada 5 - 6) (2001)

Influències
Des de la seva estrene sempre ha estat mostrada com una adaptació de Pepe Gotera y Otilio de Francisco Ibáñez, encara que trobem algunes diferències:
 L'aspecte físic és totalment diferent.
 En el còmic només se centren en el treball única i exclusivament, mentre que en la sèrie observem que se li dona importància a les trames personals.
 Otilio és una persona treballadora, i comet errors a causa de la seva malaptesa, mentre que Benito és molt dròpol, encara que és cert que comet els errors.

El 22 de desembre de 2009 el periòdic 20 minutos va entrevistar a Ibáñez, qui va dir en una resposta que es va dirigir als productors de la sèrie els qui li van dir que no tenien res a veure.

Referències

Enllaços externs
 Web Divisa Home Video
 Enllaç Oficial de la Sèrie a Antena 3 (Nova)
 Enllaç Oficial 2 de la Sèrie a Antena 3 (Nova)

Sèries de televisió d'Antena 3
Sèries de televisió en castellà
Sèries de televisió començades el 1998
Sèries de televisió acabades el 2001

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