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Fabulous Adventures In Coding	Fabulous Adventures In Coding
Eric Lippert's Erstwhile Blog
Eric Lippert October 22, 2009 19
In my last post I described the syllogism "Photogenic people look good in photograps; Michelle Pfeiffer is photogenic; therefore, Michelle Pfeiffer looks good in photographs" as "begging the question". A few people commented on that, so I thought I'd address this point of English usage.
In modern usage, "begging the question" has come to mean nothing more than "the situation suggests that an obvious question to raise at this time is blah blah blah." For example, "The global financial meltdown begs the question: was there insufficient federal oversight of the American mortgage industry?" Though this usage is certainly common in civic discourse and the media, it is entirely a modern departure from the historic usage of the phrase. I try to eschew this modern usage when I say "begs the question".
"Begs the question" is also sometimes used to mean "this argument raises additional questions which require additional investigation before we can accept the argument". Though this is considerably closer to the traditional definition of the phrase, this is also not exactly what I mean.
When I say "begs the question", I mean it in the traditional sense of "this argument is fallacious because it takes as a premise an assumption which is at least as strong as the thing being proven, and is therefore an unwarranted assumption."
Let me give you another example of question begging, in the traditional sense, which might be more clear.
Suppose I asked "why are diamonds very hard but butter is very soft?" and you answered "diamond and butter are both made out of atoms; the atoms of diamonds are hard and the atoms of butter are soft." You would have begged the question; your answer to my question "why are some things hard and some things soft" is "because some things are made out of stuff that is hard and some things are made out of stuff that is soft" -- that is, you've avoided answering the question by providing an "explanation" that itself cannot be understood without answering the original question -- namely, why is some stuff hard and some stuff soft? This pseudo-explanation has no predictive power; it doesn't tell us anything new, it just circles back on itself. The explanatory assumption -- that some atoms are hard and some atoms are soft -- is stronger than the thing we are trying to investigate -- the hardness and softness of two substances.
A non-question-begging answer would be "diamond and butter are both made of atoms; the atoms of a diamond are all identical and arranged in a stable, rigid lattice where every point in the lattice is reinforced by a strong bond to four other points. The atoms of butter are a disorganized collection of many different atoms grouped into different kinds of relatively complex molecules; though the molecules themselves are quite strong, each molecule of butter holds weakly to each other molecule. It takes only a small force to disrupt the loose arrangement of butter molecules but a very large force to disrupt the strong arrangement of diamond atoms. We perceive this difference in required force as 'hardness' on the human scale, but in fact it is a property that arises from the sub-microscopic-scale properties of each substance."
Now, this explanation does *raise* more questions. It raises questions like "why are some lattices strong and some weak?" and "why are some objects composed of many different kinds of atoms organized into molecules, and some composed of just one atom?" Question-begging is not the act of raising more questions. Every good explanation raises more questions. What makes this explanation a good one is that it is testable and has predictive power; we can investigate the hardness or softness of other substances, and make predictions about what sorts of atomic structures they will have -- or, vice versa, we can look at an atomic structure and try to figure out from it how hard the substance will be. We can invent other techniques for determining atomic structure, like x-ray diffraction crystallography or spectroscopic analysis, and use those to cross-check our "atomic theory of hardness".
But the "because she's photogenic" pseudo-explanation is clearly question-begging. Why does she look so good? Because she's photogenic. Why is she photogenic? Because she looks so good. We have learned nothing about photogenicity (or the lovely Ms. Pfeiffer).
Similarly, if you ask "why is this code thread-safe?" and the answer is "because it can be correctly called on multiple threads", we've begged the question. Why is it thread-safe? Because it's correct. Why is it correct? Because it's thread-safe. Again, we have learned nothing about the nature of thread safety.
Tags Begging the question English Usage Michelle Pfeiffer
I find when someone says "beg the question" they nearly always mean "raise the question". Like "peruse", it's a word/phrase that has come in the vernacular to mean the opposite of its denotation. And it strikes me that there's a parallel with software: just as people might use your software in ways you never intended, so do people use words "incorrectly". In both cases there's no way to reset; we are stuck living with legacy.
Which begs the question: why do you insist on using a phrase in a manner completeley removed from the way your readers expect it to be used?
(To be clear, I agree that the "modern" usage is strange [and there are much better ways to say the same thing]. But I consider myself a descriptivist.)
The current usage is strange. Is its adoption an indicator of intellectual laziness?
So Ben, should we all switch over to "I could care less" also?
Phil Koop says:
The traditional meaning of "begging the question" is derived from an antiquated usage of "beg" meaning "to take for granted." In that usage, a "beggar" was usually someone who camped on the local squire's land without permission.
When this phrase had currency, it was in the dialect of people who had an enviable station in life; they were wealthy and powerful. The examples of its usage that survive today have been preserved because they were uttered by people who had something interesting to say and were good at saying it, but it is also true that people paid attention to what they said because of their wealth and power.
So why do people now say "beg the question" when they mean "raise the question"? As Ben says, it is quite an unnatural construction in the latter usage. In my opinion, the attraction is that it imitates the language of those who once did use it naturally, and the modern speakers hope that the virtues of these older speakers – intelligence, fluency, and social status – will somehow be transferred to them. It is just an unfortunate irony that the very misuse of the phrase should undermine the hopes that gave utterance to it.
Although it is true that language changes continually, this observation by itself is not an adequate guide to effective usage. If I wanted to communicate with the widest possible audience, I would avoid the phrase altogether. But in a blog for educated professionals, I see nothing wrong with promoting familiarity with the interesting ideas of the past. That familiarity is only possible if one can understand the language in which those ideas were stated. Kudos to Eric, then, for keeping the flame alight!
Exactly how many kudos? 🙂
Thanks for the interesting note, and for the kudos, singular. — Eric
After programming the IBM 1130 – running core storage – 1973 ====> moving ahead to the first Micro Computers, I once, "Begged To Question". That is when Joe Cebula told me "Who cares", just know that what should be working is working and will work. If it does not work, make it work.
That kind of thing bugs me, too. My coworkers call me a grammar nazi. One of my pet peeves right now is the phrase "morning constitutional", which, for 3 bazillion years, has meant a walk (obviously in the a.m. hours) strictly for one's health. However, some moron radio show host decided it would be funny to associate the phrase with a bowel movement. And, so — showing just how crazy our pop culture is– that usage seems to have gotten enough traction that people look at me very oddly now whenever I use the phrase. Quite annoying!
@Gabe: Assuming that your question is "Should we switch from using the expression 'I couldn't care less' to the expression 'I could care less'", and not some critisism of my grammatical stance, my answer is no(Leaving aside the fact that I have not heard anyone use either expression since primary school).
I did not suggest that Eric use "begging" to mean "raising", just that using it in the "historic" sense seems to lead to confusion. The term "circular argument" expresses the same concept(Aristotle be damned) in unambiguous terms(At least until arguments about circularity become common). I think, however, that Phil brings up a good point; it is an elegant phrase, for a more civilised age; both its misuse and its use here by Eric are attempts to borrow some of those percieved benefits, and I'll chip in a Kudo for Eric too, for calling this out (is this the start of a series of five dollar idioms?).
@Ben says:
Except that a circular argument depends on a premise derived from itself (the argument, that is), which is a relatively uncommon subset of an argument which requires an assumption that is at least as strong as the original question.
Sure, most people don't get much from "begs the question", but saying it's a circular argument is often just a way to open a distracting side argument about whether somethings atoms are harder because the thing is harder or not. I think just saying "That doesn't explain anything" is much more understandable than "begs the question" in most cases, even if it is very confrontational :/.
Simon Buchan says:
Gah… "@Ben" is me, you may also call me "Moron".
Enjoy your posts and have been following this one a bit.
I think the phrase "Thread Safe" has much more connotation behind it when it is used then you are giving credit.
What we are actually saying is that "thread safety was considered in the design", not "this code is ACTUALLY thread safe". Saying "thread safe", to be clear, means "thread safety is part of the design".
Look at it this way: nobody designs their code by default to be thread safe. Why bother, since most callers will not use the code in that fashion. The point is, in our community NO ONE assumes that code is designed thread safe. Is the Dictionary class designed to be thread safe in the .Net framework? We assume NO, unless it specially states "safe more multi-threading", or simply, "thread safe".
Now, does that mean it "is" thread safe? Who cares! That was not even in question. Nor is it in question whether or not it "works". The question as to if the author consider thread safety in its design has been answered.
@Phil, et al
Your point about class differences is fair, but for a person of under 70 years to invoke or play with the phrase (be they British, American or otherwise) now, in the manner in which Eric has done, is to "raise the question" of whether this is an old fashioned (and more polite) way of calling BS on someone. As in "the statement as given beggars the value of what was _appearently_ said".
i.e. The statement taken at face value degrades the understanding of the terms of expression to the point that no serious listener can take it seriously without feeling their honor and intellectual honesty betrayed by their complicity in listening to the statement."
In other words; the listener has that queasy feeling that their attention to the statement given has been abused, with all the power-play connotations that your prior comment might imply, and then
some.
It is not about "raise the question", because the statement as given typically is cast in a way – or delivered with an context which is "understood" to be a context in which the listener should _not_
and is expected to _not_ raise questions. Normally, those who speak or write that someone has said something which "beggars" a question are "on the outside" and/or are willing to pay the political price for saying so (or did so because they are in a clear political contest).
Bugger all. We're always left with a choice of whether to take it and figure out how to excuse our complicity, or to leave – with the oft-attendant loss of income, etc..
Glad to see some folks are not losing track of older useful expressions.
c.f. Churchill, Disraeli, Wilde
Have another brandy.
I would have to start my own blog to get enough space and give all the examples I have of answers that *raise* questions but, because the recipient is too stupid… oops, sorry… ahm… lacks the knowlege of the subject, shall we say, to ask the questions being *raised*, he/she decides that the answer *begs* a question by leaving him/her none the wiser and totally unsatisfied.
That's why I've always believed that the help desk people are either saints or the primary source of domestic violence in my country (when they finally get home and don't have to be nice anymore) 🙂
When we answer a question, we assume that the recipient has a certain amount of basic knowlege of the subject area. If he/she does, our answer will *raise* questions; if he/she does not, it will *beg* a question no matter what we say, and the usual ways to cover that up (word-weaving and evasiveness) will only make us look guilty in his/her eyes.
More to the point, I think the question "why is the code thread-safe" *cannot* be answered without coming up with a complete, specific, and consise definitions of "thread-danger", so to speak, prior to asking it. Whoever asks this question, should first describe the kind(s) of danger he/she expects and wants to ward against. Otherwise, the answer can only be more or less sophisticated variation of "because with this code, no one I know has ever run into any kind of problem they couldn't handle". So anyone who does run into something can at least take some pride of being the first. 🙂
Technically, the syllogism quoted isn't actually begging the question. It's a simple "If A then B; A; therefore B."
The definition itself isn't begging the question either – it merely defines the two phrases as synonymous. There are lots of words that are synonymous to one another, and going from one to the other does not constitute begging the question.
What this is is _equivocation_, where having previously defined the two as synonyms, one then proceeds to speak about them as if being "photogenic" were a property that exists independently of photography.
And back to the topic of multithreading…
"thread safe" does have a meaning. For example, for a collection class, "thread safe" means that if two threads add to the collection "at the same time" [i.e. sufficiently close that the execution of the method in the two threads overlap with one another], the end result will be that both objects are present in the collection (rather than, for example and not limited to: the program crashing, only one or the other object being present in the collection, the collection being left in some internally inconsistent state). If some code calls two methods [say, IsEmpty and Peek] of the class expecting the object to be in the same state from one call to the next, and fails or operates incorrectly due to the state having changed in between, it is not the class itself that is not thread-safe, it is the code calling it that is not thread-safe.
The fact that it is possible for some people to be *wrong* about the definition does not mean that it does not *have* a definition.
The definition I would give is "given multiple threads calling this method (or any of this set of methods) simultaneously (see my previous definition of "at the same time"), the return values [including out parameters] of each method and the final state of the object will always be such that there exists some order of non-simultaneous calls to the same methods (with calls from the same thread in the same partial order) that would have given the same results." With an implicit "if it matters to your code what, specifically, that order is, that's *your* problem"
Back to photogenicity, I realized that while there's nothing wrong with the syllogism itself, it's not actually equivalent to "because she's photogenic". "because" has a meaning of actual cause and effect which is not present in syllogisms. "If A then B; A; therefore B" is fine, and does not require A to be the cause of B – merely to be a piece of information that, if you are given it, you can reason from there to B being true. For example, "If something is a sphere then it is round. [X] is a sphere. Therefore X is round" – you were given the information that it was a sphere, and you can conclude that it is round. It's not round _because_ it's a sphere, it's round because of gravity, or surface tension, or some manufacturing process (depending on which X) is.
@Random832,
You are absolutely right: "thread-safe" does have a meaning, and not being able to formulate a definition does not mean there is no definition. But your own example of a collection class shows that the definition of thread-safety *varies* based on what we're dealing with. You have described the case of a collection; it may be different, for example, in the case of a workflow (from the top of my head, I can think of an additional danger of using up the .NET thread pool; also, I forgot the URL, but there is a wonderful article somewhere in the depths of MSDN, describing the way to create workflow-based ASP.NET applications: this one mentions the danger of too many threads being spawned by each HTTP request).
Threads may threaten to leave an object in an inconsistent state; they may cause unexpected and/or unpredictable change of a state; they may disrupt the timing for some kind of time-critical operation; they consume the CPU time and RAM (at least, by creating handles)… but I'm sure you don't need me, or anyone else, to recount those things: they are, after all, common knowlege.
So, once again, there has to be a definition of "thread-danger" to help us choose and formulate the appropriate definition of "thread-safety". And I say "appropriate" because, as you say, there certainly, *always* is a definition for it, and we may intuitively "feel" it in its entirety, but need to narrow it down to the case at hands.
@ Random832,
Then again: upon reflection, there *is* a set of requirements any code that may be executed in a multi-threaded environment has to conform to. For example, leaving no object in an inconsistent state: I cannot, from the top of my head, think of an example where you just wouldn't care about the consistency of an object's state, no matter how temporary and insignificant this object is. And this, of course, comes on top of the obvious "cause no crash" and "leave no rubbish, like 'loose' handles and the corresponding system objects, behind".
So it looks like there is, if not a complete definition, then at least a minimal set of requirements, for thread-safety. But the rest still depends on the specific situation.
I have my own notion of thread safety – it is not precise and I don't know how well it matches up with other definitions.
To me thread safety boils down to a question of what happens to shared resources (shared meaning visbible across multiple threads), whether the resource is an object, a chunk of memory, a handle to a file on disk, etc. it also is further restricted (in the simple case) to modifications made to these resources, which means that readonly access to memory is always thread safe since the state of the object does not change. It's not this simple when the shared resource is a chunk of code, such as an interrupt handler, where simply executing the code (for example, reading a value from an I/O port) causes side-effects.
An additional aspect of thread safety is ensuring that when changes to an object get published , or made visible to other threads, the changes are all visible simultaneously. For example, when changes are made to 3 different fields of an object, the code needs to ensure that ALL the changes are visible at the same time, so that all 3 fields are seen, not some partial mixture of fields, so that the object is always in a consistent state.
Some effects that need to be taken into account are compiler-related, such as ensuring that variables that may change asynchronously to one thread do not get hoisted out of loops such that the change to the variable by another thread would not get noticed. There are keywords like "volatile" to help with some of this.
There are many other thread-related issues too, such a deadlocks, livelocks, priority inversion, etc. that are indirectly related to thread safety.
So to me, calling something thread-safe has definite meaning, and I have a mental checklist I run through when examining code to determine if it is "thread safe". It's not as simple as putting mutexes around all access to the object.
Mark Knell says:
Much as Godwin's Law predicts the eventual invocation of Hitler in any sufficiently long internet discussion, I'd like to propose an axiom in the same sociological vein. There is a correlation between A, the number of commenting readers of a blog that are of an analytical (not to say hairsplitting) bent, and B, the likelihood that any blog post that mentions "beg the question" will get more responses to this controversial point of usage than to the original intended topic. (A for analytical, B for beg.) I'd say that on average, you need about 3 such readers for a 50% likelihood and perhaps 6 for 95%.
Relatedly, the number of grammarian posts is probably big omega of n^2, where n is the number of such readers: each such reader tends to respond to every other at least once. This far outstrips the usual number, which is, what, n log n, maybe? That is, the rate of response per reader would be log n. Or perhaps it would be "blog n".
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Provide system data entry for all materials and final products and administrative support to Supply chain department.
Any other duties as assigned by the Company from time to time.
Well-versed in the application of Microsoft Office Excel.


text:
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//  Copyright (c) 2014-present, Facebook, Inc.  All rights reserved.
//  This source code is licensed under the BSD-style license found in the
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//  you may not use this file except in compliance with the License.
//  You may obtain a copy of the License at
//
//      http://www.apache.org/licenses/LICENSE-2.0
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redpajama_set_name: RedPajamaGithub


Hope everyone had a great weekend and found sometime to do some sewing. The only thing I did as far as sewing was cut out a dress pattern. After church yesterday, I went over to our storage unit and dug out my serger so I could get started on this dress. As soon as I got home, I looked at my front yard and decided to mow the lawn.
Today however, I have been on the phone with the County Dept. of Public Works. I live next to an empty lot and I have been trying to contact the owner about the trees in her lot. They HUGE. They are call Albizia trees. The stomp on these trees are huge but the branches are flimsy. After that heavy rain we had, branches are just falling in our property. Since my husband is gone, I have to remove them myself and they are HEAVY! Anyway, I have been talking to a gentleman in the County and he is updating me on this issue. Eventually the County will have to come in and remove the trees IF the owner(s) do not come forward to address these issues. Here are some pictures of what the trees look like. I had to take and send these pictures to the County.
We are going to miss the shade BUT we rather have these trees gone!
My red hibiscus blossom this morning! Isn't she pretty? 8-) I am still looking for the DEEP red hibiscus.
Lastly, my husband is finally coming home Thursday! YAY!!! His "honey-doo" list is almost LONG and I am anxious for him to get home to start on the list. Of course I am ready for him to come home already. Here are pictures he posted on FB of his racing! This was our boat but sold it before we moved to Hawaii. I think he does miss it. Who knows what will happen in the future. Maybe another boat for him????
Hope everyone enjoyed their Monday!


text:
Smuglere i smoking är en norsk kriminal- och dramafilm från 1957. Den är Norges första spelfilm i färg och regisserades av Bjarne Andersen. I rollerna ses bland andra Ernst Diesen, Lauritz Falk och Carsten Byhring.

Handling
Överstelöjtnant Brusefjær semestrar med sin båt när han upptäcker omfattande smuggling.

Rollista
 Ernst Diesen – Bertram Brusefjær, överstelöjtnant
 Lauritz Falk – Arne Dahlin, direktör
 Carsten Byhring – Reidar Nissen, polis
 Anne-Lise Tangstad – Eva
 Unni Bernhoft – Anne
 Dan Fosse – Ola Gliset
 Pål Skjønberg – Freddie
 Grethe Kausland – Grethe
 Andreas Diesen – Bertram
 Øyvind Øyen – Dan Hyatt
 Stig Vanberg – Carl Stutz
 Ella Hval – Fru Brusefjær
 Willie Hoel – polisassistent
 Gisle Straume – chauffören
 Kari Diesen
 Rolf Kirkvaag
 Bjarne Andersen – Sander
 Erik Lassen
 Svend von Düring
 Inger Jacobsen – sångröst

Om filmen
Smuglere i smoking bygger på Odd Bersets roman Oberstløytnant Bertram Brusefjærs udødelige bedrifter. Filmen regisserades av Bjarne Andersen och är hans andra och sista filmregi efter debuten med Roser til Monica (1956). Berset skrev filmens manus tillsammans med Per Gunnar Jonson efter en idé av Nachman Kahan. Filmen fotades av Finn Bergan och Jonson och klipptes av Jonson och Olav Engebretsen. Den hade premiär den 24 januari 1957 i Norge.

Referenser

Norska kriminalfilmer
Norska dramafilmer
Filmer 1957
Norskspråkiga filmer
Norska filmer baserade på romaner
Norska 1950-talsfilmer

redpajama_set_name: RedPajamaWikipedia


text:
Transformation towards Sustainable Living under Global Education System
2014 • 299 Pages • 2.45 MB • English
Posted April 14, 2020 • Submitted by alaina.langosh
Summary of Transformation towards Sustainable Living under Global Education System
Anglia Ruskin University Transformation towards Sustainable Living under Global Education Approach: International Students' Experience ELEM STEPHEN NWANCHOR A thesis in partial fulfilment of the requirements of Anglia Ruskin University for the degree of doctor of philosophy (PhD) Business Submitted May 2014
Acknowledgement I am happy to express my gratitude and thanks to all those who have in one way or the other contributed to the fulfilment of my life dream of getting a PhD when all hopes seemed lost. The achievement of this objective confirms that age is no barrier to achieving ones goal. However, some people made it possible for me to land softly. My special thanks go to my supervisors, present and past that devoted their time to reading and correcting several draft copies, some of which were unintelligible. First in the list is Dr. Noah Kofi Karley, Dr. David Arkel, Dr Helen Benton, Dr Bronwen Rees, and Dr Katalin Illes all of who were my supervisors. I am ever grateful to all of you for your immeasurable contributions. Also to receive kudos is Dr. Rob Willis and Dr Andrew Armitage both of who regularly organised research degree trainings that changed my research culture dramatically. I am also indebted to Dr Jonathan Wilson for teaching me research methods in a way it has never been taught before. All of you have made significant difference in my research experience. Equally appreciated is Dr Beatriz Acevedo for her priceless advice. May I also thank the Ebonyi State Government of Nigeria, especially His Excellency the Governor of Ebonyi State, Chief Martin Nwanchor Elechi, the Special Adviser on Higher Education, Prof. Mikel Otuma, the Commissioner for Local Government and Chieftaincy Matters, Hon. Celestine Nwali and my father Mr Nwogbunku Elem for their candid supports. Finally, I am grateful to my wife, Mrs Maria Elem and children for their support, my colleagues, Dr Odii Benedict, Prince Eze Ogbonia, Mr Opudo Abila and wife, Romas and Samer. i
Transformation towards Sustainable Living under Global Education Approach: International Students' Experience Abstract This study is centred on transformation towards sustainable living. It investigated how global education prepares learners to live a sustainable lifestyle. To explore this area, the concept of sustainability, global education and transformative learning were critically examined, with a view to finding their relationships. Literature on sustainability, transformative learning and global education were reviewed to find out how their relationships impact on international students learning about sustainable living. The focus of the thesis is on environmental sustainability, especially through management of anthropogenic factors. The mixed methods research, involving the collection of quantitative and qualitative data was employed for the study. Quantitative data collection was done using survey instruments while qualitative data collection was through face-to-face interview of research participants. Each set of data was collected and analysed separately. The outcomes of the analysis of the two sets of data were integrated at the stage of discussion of findings. The aim of the study was to find out whether global education transforms learners towards sustainable living. Findings from the study showed that global education field transforms students towards sustainable living. Evidence from the study suggests that global education help students to acquire the skills and knowledge required for living sustainably. Also, the actions and behaviours of international students were found to be influenced more towards sustainable lifestyle than those from the host country. The degree of transformation students experience was measured by attitude change, intention to change and actions of students toward the environment. This study contributed to the conceptual understanding of the relationship between global education and transformation of learners towards sustainable living. It made both theoretical and practical contribution to knowledge. The findings from the study will be of benefit to different impact groups. These groups include business organisations, policy makers in government, educational institutions, and individuals. (Key Words: Global Education, Transformative Learning, Sustainability). ii
Table of Contents Acknowledgement…………………………………………………………………………….i Abstract……………………………………………………………………………………….ii Table of contents……………………………………………………………………………..iii Chapter One: Raison d'être, Themes and Issues 1.1 Introduction……………………………………………………………………………….1 1.2 Definition of Terms……………………………………………………………………….5 1.3 The Need for Education - Transformation - Sustainability Link………………………...10 1.4 Statement of the Problem…………………………………………………………...……17 1.5 Aim of the Study…………………………………………………………………………18 1.6 Objectives of the study…………………………………………………………………...18 1.7 Research Questions and Hypotheses..................................................................................18 1.8 Methodological Approach to the Study………………………………………………….19 1.9 Significance of the study…………………………………………………………………20 1.0 Limitations and Scope of the Study…………………………………………………...…22 1.11 Conceptual Framework…………………………………………………………………23 Chapter Two: Contextualizing the Themes and Issues 2.1 Introduction………………………………………………………………………………25 2.2 Reasons for Cross-border Movement of Students from Less Developed Countries and newly Industrialised Countries to Developed countries………………………...……………26 2.3 Theoretical Framework…………………………………………………………………..29 2.3.1 The Theory of Reasoned Action……………………………………………………….20 2.3.2 Systems Thinking Theory…………………………………………...…………………33 Chapter Three: Conceptual Review of Transformation towards Sustainable Living under Global Education 3. 1Introduction………………………………………………………………………….…...39 iii
3. 2 Bases for Transformation towards Sustainable Living…………….……………………39 3.3 Sustainability Discourse………….………………………………………………………42 3.4 Transformative Learning…………………………………………………………………58 3.4.1 Experience……………………………………...………………………………………59 3.4.2 Reflection………………………………………………………………………………61 3.4.3 Rational Discourse……………………..………………………………………………65 3.5 Processes of Transformation towards Sustainable Living……………………………….66 3.6 Global Education Approach - Transformative Learning - Sustainability Link………….76 3.6.1 Historical Development of Global Education………………………………………….76 3.6.2 Perspectives on Global Education……………………………………………………...78 3.6.3 Dimensions of Global Education………………………………………………………80 3.6.4 Growing Integration of Global Education, sustainability and Transformative Learning…………………………………………………………………………………...…84 3.7 Paradigm Shift in Global Education………………………………………….………….87 3.8 The 'Ecology' of Education Movement for Change …………………………………….92 3.9 Sustainability Practices in Africa, Asia, and Europe…….……………………………….96 3.9.1 Africa……………………………...……………………………………………………97 3.9.2 Asia……………………………………………………………………………………..99 3.9.3 Europe………………………………………………………………………………...103 3.10 Role of Education in Transformation towards Sustainable Society……..…………….105 3.11 Holistic Approach to Teaching Sustainability…………………………………………117 3.12 Challenges to Sustainability Education at University…………………………………122 Chapter Four: Research Design: Methodology and Methods 4.1 Introduction…………………………………………………………………………….127 4.2 Research Philosophy……………………………………………………………………127 4.3 Rationale for Mixed Methods…………………………………………………………..134 iv
4.4 Research Design…………..……………………………………………………….……138 4.5 Methodological Design …………………………………………………………….…..140 4.6 Priority, Implementation and Integration………………………………………….…....143 4.7 Measurement Indicators for this Study ……………………………..……………….…147 4.8 Quantitative Data Analysis……………………………………………………………...149 4.9 Sample Size……………………………………………………………………………..149 4.10 Sampling Technique…...………………………………………………………………152 4.11 Measured Variables……………………………………………………………………153 4.12 Dependent variables…………….……………………………………………………..153 4.13 Independent variables………………………………………………………………….153 4.14 Measurement Instruments……………….…………………………………………….154 4.15 Qualitative Methodology and Analysis………………………………………………..154 4.15.1 Qualitative Data Analysis……………………………………………………………153 4.15.2 Procedure…………………………………………………………………………….155 4.15.3 Trustworthiness, Authenticity and Credibility………………………………………158 4.16 Ethical Considerations…………………………………………………………………160 Chapter Five: Data Presentation and Analysis [Findings] 5.1 Introduction…………………………………………………………………………….163 5.2 Section A: Presentation and Analysis of Quantitative Data……………………………163 5.2.1 Hypothesis Testing – Analysis, Results and Interpretations………………………….163 5.2.2 Operational Definitions……………………………………………………………….164 5.2.3 Test Statistics………………………………………………………………….………164 5.3 Inferential Statistics……………………………………………………………………..187 5.4 Test of Key Hypothesis…………………………………………………………………195 5.5 Section B: Qualitative Analysis, Results and Interpretations………………..………….195 v
5.5.1 Testing the Relationship between Global Education and Transformation of Learners towards Sustainable Living…………………………………………………………………195 5.5.2 Transformation………..………………………………………………………………196 5.5.3 Awareness Creation……………..…………………………………………………….198 5.5.4 Small Things that Matter…….………………………………………………………..201 5.5.5 Prior Knowledge of Sustainability……………………………………………………202 5.6 Testing Relationship between what Learners under Global Education Approach Learn and Sustainable Living………….……………………………………………………………….204 5.6.1 Sustainability in Course Contents…………………………………………………….204 5.6.2 Impacts of University Education on Learners………………………………………...206 5.7 Contributions of Global Education to Sustainability Practice…………………………..208 5.8 Testing Relationship between how Learners Described their Transformative Experiences and the Contributions of Global Education System to those Experiences……….…………209 Chapter Six: Discussion of Findings 6.1 Introduction………………….………………………………………………………….211 6.2 Transformation towards Sustainable Living……………………………………………211 6.3 Relationships between what learners learn and sustainable Living…………………….213 6.4 Learners Descriptions of their transformative Experiences….…………………………214 6.5 Global Education Role in the transformation of learners towards sustainable living….217 Chapter Seven: Contribution to knowledge, Conclusions and Recommendations 7.1 Introduction………………………………………………………………………….….221 7.1.1 Theoretical contribution to knowledge………………………………………………..221 7.1.2 Practical contribution to knowledge…………………………………………………..224 7.2 Conclusions…………………………………………………………………………..…225 vi
7.3 Recommendations………………………………………………………………………226 References..........................………………………………………………………………231 Appendix 1: Tables………………………………………………………………………...265 Appendix 2: Figures……………..…………………………………………………………279 Appendix 3: Questionnaire…...……………………………………………………………280 Appendix 4: Interview Guides…………………..…………………………………………285 Appendix 5: Ethics Approval, Consent Form and Participants' Information Sheet List of Tables Table 2.1: Top non-European Union (EU) sending countries……………………………....28 Table 2.2: Top EU sending countries………………………………………………………..29 Table 4.1: Pragmatic alternative to the issues in Social Science Research………………...132 Table 5.1: Statistical average of sample population on demographic variables……………164 Table 5.2: Frequency table of gender of participants………………………………………165 Table 5.3: Frequency of age distribution of participants……………………………….…..166 Table 5.4: Race of participants……………………………………………………………...166 Table 5.5: Educational levels of participants……………………………………………….167 Table 5.6 Educational levels and races of participants……………………………………..167 Table 5.7: Educational levels and Age range of respondents………………………………169 Table 5.8: Gender and educational level of participants……………………………………160 Table 5.9: Does educational level enhance sustainable living………………...……………171 Table 5.10: How does race enhance education in sustainability……………………………173 Table 5.11: Learning develops students to think sustainably……………………………….174 Table 5.12: Race: Students transformed by course contents………………………………..176 Table 5.13: Transformation and sustainability needs more explanations at university based on race of students ………………………………………………………………..180 Table 5.14: Race: Global education has transformative power……………………………..181 Table 5.15: Race: Students are completely transformed to live sustainably………………..183 Table 5.16: Global education enhances sustainable living based on race…………………..185 vii
Table 5.17: Test of correlations between educational level, sustainable living and mixed race University……………………………………………………………………...187 Table 5.18: Results for correlations between educational level, sustainable living and mixed race university……..………………………………………………………….188 Table 5.19: Correlations showing educational level and race for question 20 (Q.20)……...189 Table 5.20: T-test to find out if there is any significant difference between the educational level, students transformation, race, mixed race university, gender, and global education at 95% confidence interval…………………………………………189 Table 5.21: Paired sample correlations for educational level, race, gender, global education has transformative power………………………………………………………190 Table 5.22; Paired sample correlations for educational level, race of students, mixed race university, global education has transformative power………………………..190 Table 5.23: Paired sample T-test for change in attitude and transformation, sustainable living, knowledge and skills gained from university, age and behaviour change…….192 Table 5.24: Paired sample correlations for change in attitude and transformation………....192 Table 5.25: Paired sample test for learning, change in attitude, knowledge and skills……. 193 Table 5.26: Contingency table for Likert values showing frequency distribution of participants' responses………………………………………………………...194 List of Figures Figure 2.1: Theory of reasoned action…………….…………………………………………29 Figure 2.2: Transformative learning model………………………………………………….30 Figure 2.3: Analytical framework……………………………………………………………35 Figure 3.1: Graph of optimal stabilisation point and benefit analysis……………………….48 Figure 3.2: Team learning pyramid……….…………………………………………………59 Figure 3.3: Kolb's experiential learning cycle……………………………………………….67 Figure 3.4: A four-dimensional model of global education………………………………….75 Figure 3.5: The temporal dimension of global education……………………………………77 Figure 3.6: Billiard ball model……………………………………………………………….80 Figure 3.7: Web model……………………………………………………………………….80 viii
Figure 3.8: Nesting system…………………………………………………………………..90 Figure 3.9: Current per capita emissions and world sustainable average emissions………...99 Figure 3.10: Conceptual framework for transformation towards sustainability……………121 Figure 4.1: Model of sequential explanatory mixed methods design……………………….147 Figure 4.2: Qualitative analytical processes………………………………………………...156 Figure 5.1: Gender and age of respondents…………………………………………………166 Figure 5.2: Learning develops students to think sustainably based on race………….……..173 Figure 5.3: Educational level is important in developing students to think sustainably……174 Figure 5.4: Students transformation by course contents based on race…………………….175 Figure 5.5: Students transformed by course contents based on gender opinion……………176 Figure 5.6: Gender views on education of students help them to protect society and environments…………………………………………………………………...177 Figure 5.7: Views based on race of students for transformation and sustainability needs more explanations at university………………………………………………..179 Figure 5.8: The transformative power of global education…………………………………180 Figure 5.9: Gender views on university needs better way of teaching sustainability…....…182 Figure 5.10: Global education enhances sustainable living………...………………………184 Figure 7.1: A simple model for teaching and learning about ecology and environment…...225 List of Acronyms AC: Abstract Conceptualisation ADC: Asian Developing Countries AE: Active Experimentation AU: Active Use CE: Concrete Experience: CEO; Chief Executive of Organisation CO2: Carbon dioxide CO2e: Carbon dioxide equivalent ix
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redpajama_set_name: RedPajamaCommonCrawl


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I met Leigh Steinberg at his agent's academy in June 2016. It was held on the campus of Southern Methodist University. I went to this seminar thinking that I would have surrounded a bunchy of stuffy cynics that were looking to get an edge on the competition. I couldn't have been more wrong. The session was warm, encouraging, and motivating. The tone was set immediately. Leigh was as giving with us that day as it appears he had always been with his clients, the teams they worked with, his family, friends, and community he supports. Lee has an amazing resume and it was a monumental moment learning from a leader who has mentored no.1 draft picks, pro-bowlers, all-pro's, super bowl winners, and Hall of Fame members like Troy Aikman and Warren Moon. I think I have been most touched by Leigh's openness about his struggles and triumphs over alcoholism and depression. To be the real life "Jerry McGuire", you would think that he would place himself on a pedestal, but that's not the case at all. Once you meet him, you will never forget him. Warm, genuine, and a master of his craft.
83 Kid's Foundation 2017 with Terry Glenn!
"The 83 kids mission is to not only bring hope and awareness to the foster care system but also to enrich the self-esteem of our displaced youth in order to create a mindset of a better life. Confidence Is Contagious!"
I've had a love affair with sports since I was a kid, and it came from my Dad. He was one of the neighborhood coaches and had me, my brother, and all of our buddies outside swinging bats and running bases.
No matter the sport, he was out there coaching, shouting, or both! I knew that I would find my way into the world of sports. It took me a couple of years and more than a few pit-stops to get here. I'll never forget the spark that lit my fire...I had been in the presence of greatness all my life...as a snotty nosed runt always trying to keep up with one of the older boys down the street...that older boy just so happened to grow up to be a two-time world champion David Justice.


Goldfish Soap: This is a very easy melt and pour soap making tutorial that will show you the complete steps to make out a unique goldfish soap for your kid. It is really super cute and looks truly cute and professional. If you want, you can also add any flavor that your kid loves.
Christmas Candy Cane Sleigh: So maybe Santa will be coming in a candy sleigh this time. This is a lovely DIY gift idea that you can gift your kid and also any other kid in your neighborhood. Every kid will love it as a Christmas gift. But yes see the tutorial nicely and then decide to make the same by adding a bit of your own creativity. It not at all tough and you will hardly need half an hour to make the full thing.
Car in a Jar: Kids love to play with cars and we all know about that. Buy a toy car from any toyshop and then add some creativity to make the gift more special than it is actually. You will hardly need three or four things to make out the whole project it can be quiet easy for you. See how cute and innovative it looks in the picture below.
Lollypop Bouquet: What happens when your kid wake up in the morning and find a lollypop bouquet instead of a flower bouquet beside their bed? It's something that can't be explained. Really a great tutorial that will show you making of a beautiful bouquet of lollypop for the first time. See the excitement of your kid.
DIY Slingshot: if your kid loves adventure, then this one is the right choice of yours. Just make up your mind to make a slingshot by viewing this tutorial. Gift it to your child and they will really be very happy to get such a beautiful thing that the always wanted. And of course, it is very easy to make out also.
So you already completed the article and now it's your turn to select the best gift for your kid this Christmas. You know your kids very well so you will be sure about the one they will really like.


text:
Q31. The biggest herbarium in India is located at
Answer: (d) Kolkata
Q32. Which is the highest award for gallantry during peacetime
(a) Param Vir Chakra
(b) Ashok Chakra
(c) Vir Chakra
(d) Kirti Chakra
Answer: (b) Ashok Chakra
Q33. Which supefast train have first Braille signal coaches in India
(a) Shatabdi Express
(b) Duronto Express
(c) Rajdhani Express
(d) Purushottam Express
Answer: (d) Purushottam Express
Q34. India's first Post Office ATM is opened at
(a) Mumbai
Q35. Which city is also known as Manchester of South India
(b) Kozhikode
(c) Mangalore
(d) Coimbatore
Answer: (d) Coimbatore
Q36. Who was the Indian women president of the United Nations General Assembly
(a) Sarojini Naidu
(b) Vijaya Lakshmi Pandit
(c) Sucheta Kriplani
(d) Fathima Beevi
Answer: (b) Vijaya Lakshmi Pandit
Q37. Which one is the largest oil refinery in Indian by production capacity
(a) Jamnagar Refinery
(b) Barauni Refinery
(c) Numaligarh Refinery
(d) Panipat Refinery
Answer: (a) Jamnagar Refinery
Q38. Who was the first Indian to summit Mt. Everest without oxygen
(a) Phu Dorjee
(b) Nawang Gombu
(c) Santosh Yadav
(d) Aman Kumar Sinha
Answer: (a) Phu Dorjee
Q39. In which Veda, details about music is mention
(a) Atharvaveda
(b) Yajurveda
(c) Rigveda
(d) Samaveda
Answer: (d) Samaveda
Q40. Who called Bal Gangadhar Tilak as the "Father of Indian Unrest"
(a) James Mill
(b) Valentine Chirol
(c) David Ricardo
(d) Auguste Comte
Answer: (b) Valentine Chirol
Q41. Which Indian Prime Minister is also known as "Man of Peace"
(a) Jawaharlal Nehru
(b) Gulzarilal Nanda
(c) Lal Bahadur Shastri
(d) Morarji Desai
Answer: (c) Lal Bahadur Shastri
Q42. Which Indian city is also known by the name "Brass City"
(a) Bareilly
(b) Beawar
(c) Jhansi
(d) Moradabad
Answer: (d) Moradabad
Q44. The Jawaharlal Nehru Award is given for ____________
(a) Government Service
(b) Social Service
(c) Literary work
(d) International Understanding
Answer: (d) International Understanding
Q45. Where the College of Military Engineering is located
(c) Pune
(d) Sri Nagar
Answer: (c) Pune


Destineer Studios developed their own technology and editor for Six Days in Fallujah. The editor (DTech) was roughly based on Epic's Unreal Editor. When I arrived, the in-house editor looked really basic — despite having several features active below the surface.
The program had several other names such as Descartes as well as the sublime Content Editor. I'm not sure it ever had a catchy final name, though.
Having already been neck-deep in what makes Unreal good (and bad) while working on Turok, I drafted solutions to make DTech become more than just an Unreal Editor clone. This was the first time I worked with its tools programmer, Ross Tredinnick. He helped the editor make significant leaps forward in the following year.
When you come across "Flowgraph" in the notes below, it was Destineer's answer for Unreal's Kismet called Cognito. I worked with another programmer, Johnstone Baumgartner, to give Cognito the facelift and functionality it needed.
Six Days in Fallujah proved to be too controversial at the time, lost its funding, and laid off its team. The experience gained wasn't lost, however. Ross and I took the proven concepts and applied them to Human Head's Radiant Editor a year later.
Skip to the bottom to see two workflow examples (gallery slideshow or an Outliner video tutorial).
This document describes requirements and proposals for improving the game content authoring tools and production workflow. The goal is to improve quality and increase productivity by reducing the effort to create content for our products. This is not a discussion about technology "horse-power" – it's about clean interface design, transparent functionality, and ease of use. The focus is from the end-user's point of view.
Better tools don't automatically create better products, but they do increase the ability to. The corollary is also true: substandard tools don't automatically create lesser products, but they do increase the likelihood. We can't afford to build an Indy500 car that steers with Harley handlebars and has doorknobs to exit it.
Let's make making games fun again!
The users are not engineers. They're designers, who determine the elusive 'fun factor'. They're artists, who determine the look. With JSS, they're also training instructors, who might not understand game methodologies.
Our current editor has a good framework. While we're mirroring the successes of Epic's Unreal, let's take into account their shortcomings and develop beyond them.
Manipulating objects are limited to two fixed locations: the global world axis or the selection's local axis. One has to swap between these to frequently rotate objects accordingly.
Another limitation to object manipulation is creating them. Editors typically have one or two options for adding objects to the game world.
Put simply, the Locator is a moveable global world axis. Bound to a key, it moves to any location in worldspace the cursor is currently at.
Locators act as insertion points. Adding objects to the game world as simple as double clicking on the Resource and having it be added to the current Locator position. No more creation at (0,0,0) and then moving it. No more multi-step right-click operations.
Locators also act as a floating rotation point. Objects can be rotated from any space within the game world. Groups of objects can be rotated around one shared point in space.
Couple these abilities with the option to snap the Locator to the Camera position, Object center, or multi-selection center, one can quickly reach into the game world and manipulate objects from a variety of techniques – not just the primitive Global or Local axis.
One of the limitations of Unreal is the inability to clone or pick properties from one object to another. It involves a rather blind method of clipboarding one selection temporarily to pluck a variable from another one, then unlocking the whole process to return to normal editing.
A Match Target would allow a user to keep the current subject visible then simply drag an eyedropper cursor to another object, applying that subject's property to the current subject.
Any icon with a light gray background can be used as a Match Target tool.
Desk_42 has a 135' Rotation. Chair_18 needs to match that rotation. With Chair_18 selected, mouse click-and-hold the Y-Rotation icon (refer to Transformer Bar above). The cursor changes to an eyedropper. Drag the cursor over to Desk_42 in the World View. Now release your mouse button. Chair_18 has now matched Desk_42's Y-Rotation property.
A series of houses are scattered throughout a game neighborhood. The first house is lined correctly to the North-South street. Select all the remaining houses and click-and-hold the X-Position icon. Now drag the eyedropper to the first house and release. All houses are now lined along the North-South street.
Object Classes to be used throughout the game are found in this window. Filters can be used to help you hide unwanted classes. The Find field is used to name filter items in the list.
Filters are used in the editor to hide resources from Content Lists or World Views. These range from preset filters for object classes to user-defined filters for groups of classes or sub-classes (game content).
To only show materials and models in the Resource list, select the preset "Materials, Models".
***new filters could automatically include common base items, like models, terrain, and sensors.
Filters are accessed through a dropdown list of check-marked choices to show what's currently active. Filters can be created, deleted, or edited through the Filter window (or Filter tab if project tabs are being used in the Game Editor).
Filters are .FTR files saved in the Filter directory (/Project/Game/Data/Filters/). Preset filters are stored with the Project in Perforce. User-created filters are stored on the local drive. User-created filters can be shared among users or become an official preset by adding them to Perforce.
In an effort to standardize industry terminology, the Resource Hierarchy would benefit being renamed to the more common term, the Outliner.
The Outliner is the most commonly used feature of level design (outside of perhaps Properties). It's the tree that every item in the level hangs from – an outline of the game world. By combining various methods from other applications and fine-tuning its feature set, we'll be spending less time managing our content and more time discovering the game.
By combining the functionality of Layers with the Outliner we create a multi-tiered content management system. Layers exist at the base, allowing any number of groups and sub-groups to be created beneath each layer. The coloring function in Layers can be used to quickly visualize gameplay areas within a level. Clicking on a Layer icon prompts a color picker window allowing its default white color to be changed.
Each item in the Outliner displays an object-class icon before its name. Each name is unique, if not by its proper name, then by an automatic numeric suffix (i.e. Car_01, Car_02, etc.) A red lock icon appears over item icons that are locked (visible but not editable). Hidden items have their name italicized and grayed out. Lock and Hidden states for each item can be toggled with their corresponding Lock and Eye icons.
Now the real power! The Outliner is actually two lists. The top lists every object in the level. Consider it the ROOT Layer. Parent / Child relationships can be created by binding a selection of objects to one other object. (i.e. all geometry associated to a door switch is childed / branched to its Interaction Class).
Items in the bottom list reference items in the ROOT Layer. If you want remove an item from the level, deleting it from the top list removes it from the game. Deleting an item from the workspace only removes its reference in that group. Any Layer or Group can have its branch set to Active. This means any item added or pasted into the game world is added to the Active branch in the Outliner (only one branch can be Active at any one time). The Outliner can be outputted to Worksheet window, which is a flat view of all contents column sorted by type (an Excel spreadsheet of data).
How do you isolate all relevant items to the first event? You'd first select Group_03, then hand pick items from Group_01and Group_02 each time you wanted to change the event.
With our new Outliner, it's quite easy. Simply select Group_05.
To help cross department communication and level comprehension, over a dozen prescribed Groups should be associated with each level. These will contain all items relevant to the group subject. They've been prefixed with numbers to provide sorting priority in the Outliner. A Home Group flag on each template sets its category. Each Home Group has a pre-defined default color scheme. This standardization can be used in user-created folders, improving the ability for all users to "read" each other's work.
So what exactly are Prefabs? Nothing more than level files – a collection of logic, geometry or game events. Any level can be treated as a Prefab (if saved in the Prefab directory). By keeping it simple and not special case, Prefabs become an infrastructure that supports endless possibilities. Think of Prefabs as the Portal & Gravity Gun for game development: tools limited only by the imagination. Any feature that exists for a level exists for a prefab.
Repeat occurrences only have to be created once. When the original prefab level is modified, all instances of that prefab in the project get automatically updated.
Multiple people can work on the same level. Encapsulate portions of the level into prefabs. Each user works on their individual prefab, testing their work in the parent level.
Prefabs tap into simple level import/export functions a game editor should have. Any selection can be created as a Prefab. Any Prefab can be 'unzipped' into the current level, becoming unique content no longer connected to its source. At runtime, all Prefabs are 'unzipped'. All items within the Prefab get their name prefixed to the Prefab's name and a unique number. All logic now points to individual occurrences, removing any duplicate broadcast issues.
Like Outliner Groups, Prefabs can be nested.
Creating a gameplay security door can be created purely with Prefabs.
60+ objects to debug are time-consuming! Prefabs make it easier to re-use these groups over and over, without having to reconstruct them for ever occurrence. Unique doors don't benefit from prefabing, however.
The Interaction Class takes time management a step further by stacking the majority of interaction choices into one object. With one framework to build 95% of generic game interaction, limiting the endless ways it could be created within Flowgraphs, it's now more easy to debug and efficient – 50% less objects to manage!
As with most Content List windows, Properties feature icons to expand or collapse subsections. The order of the sub-properties is user-defined, not alpha-sorted. Similar to Unreal, each sub-property has additional icons for options. Blue text is a field that is unique to the Instance.
Frequently used fields are showcased in the top Common category.
Child — This conflicts with using the Outliner to visually child.
The Resources window lists all content within the project. Content is not grouped into packages or zip files. The Resources window is a direct link to the Project Directory content. Items can be duplicated and renamed. New folders can be created from this window (removing the need to open Explorer). In its basic form, a one item preview window displays the current selection. In its expanded form, it works similar to Unreal's Generic Browser.
A true Terrain system can be very beneficial to rapid game development.
If we want to go in that direction, a separate document will expand upon Terrain requirements. Consider the adjacent illustration as an example of what core features should be featured in such a system.
Use Unreal's Kismet as reference for object types and visual direction. One thing to add however is a background grid and the ability to snap widgets to the grid for quicker organization. The properties for any item selected in Flowgraphs are displayed in the common Properties window. A larger document should be created to discuss widget GUI, grid snapping, organization, etc.
The Sequence list is built into each Flowgraph window. Like any other Content List, sequences can be copy, pasted, created, expanded, and collapsed.
Sequences can be saved as external files as .SEQ files to be edited in a text editor, shared with other users, or imported into existing sequences. If LISP, LUA, PYTHON, or RUBY is used as the underlying framework for logic, then sequences would be saved with the appropriate file extension.
The most critical limitation of Flowgraphs (as with Unreal's Kismet), is that it only references objects in the game-world. When copying game objects, the new copy does not create a new set of Flowgraph logic. Another step is required to find and duplicate logic, then manually updating all references to the new objects.
Create a new object class to be placed in the game world next to objects that use Flowgraphs. With visual representation, it becomes easy to quickly identify what areas have Flowgraph sequences. Double-clicking on the object would open the Flowgraph sequence.
If you're a power-user and want to work quickly, you need good keyboard shortcuts. The following layout should give you an idea the number of quick commands the editor featured — without the haphazard piecemeal approach most editor feature today.
Review the simplified directory structure in the following illustrations, (with file examples in blue). The structure is an amalgamation of game production directories over the past decade. Any team member should be able to easily navigate the bulk of the project.
The Editor.exe and Game.exe are the only executables in the Project root directory. Other tool executables are found in the Editor subdirectory. The /game/data/ folder is left open to interpretation, as it constantly changes due to new technology.
To protect against lost work, the Game Editor autosaves the current level, providing 10 backups per level. The default save interval is 10 minutes, which can be throttled between 1-60 minutes.
Testbeds is for any content intended for internal use, and not required for the released product. Artists, designers, and engineers can place items here for testing, without polluting the core Project contents.
The following video was one of several tutorials for the editor. This particular one was for the Outliner. The interface was a work-in-progress at the time it was recorded (2009), so you'll expect some rough spots. The functionality and features however, were final for the most part.
The video's been through a couple conversions and the audio suffers the most with occasional pops of static.


text:
Cambridge Biomedical
The strategic masterplan to develop and extend Addenbrooke's Hospital site places it at the heart of the new Cambridge Biomedical Campus. Covering a 70ha site, the masterplan brings an urbanism to the campus rarely seen in healthcare development. With a population equivalent to a small town, its structure of streets, squares and gardens promotes pedestrian activity and develops a distinctive, memorable sense of place. Its strong public spaces and landscape design within Addenbrooke's historic context.
"Our new masterplan sets out the future of the Cambridge Biomedical Campus and ties it into the future of the city and the region. As well as our expansion, it covers the site's infrastructure, sustainability and transportation including important links like the guided bus and the access road. We will also be upgrading existing hospital facilities like outpatients and providing more single rooms." Steven Graves, Director of Corporate Development, Cambridge University Hospital NHS Trust
Cambridge University Hospitals NHS Trust
700,000sqm


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text:
Nearly 850 backlogged rape kits were found infested with mold in Texas
By Marie Solis
This week, officials in Austin, Texas, discovered that 849 rape kits sitting in storage had begun to grow mold on them.
According to the Austin-American Statesman, officials uncovered the moldy rape kits after an audit prompted police to take a closer look at 1,629 kits that had been stored in a refrigerator, some dating back to the 1990s.
Police have wiped down many of the boxes with a "bleach solution" per the advice of a Texas Department of Public Safety expert, though Assistant Police Chief Troy Gay later instructed employees to stop using the solution "to ensure this is the best practice."
Authorities have said so far there have been "no observable issues" that would prevent lab technicians from successfully testing the DNA samples inside the kits. Still, the optics of over 1,600 untested rape kits sitting on shelves — over half of them collecting mold — doesn't inspire any confidence in the criminal justice system's ability to bring justice to rape survivors.
A forensic analyst examines a pair of underwear from a rape kit in a Houston biology lab. Pat Sullivan/AP
Completing a rape kit requires sexual assault survivors to subject themselves to being swabbed, poked and prodded in the immediate aftermath of being assaulted. More often than not, this added trauma goes to waste: Across the United States, an estimated 400,000 rape kits remain untested.
During his tenure as vice president, Joe Biden made fixing the rape kit backlog one of his foremost initiatives, awarding $80 million in grant funds to the cause along with former Attorney General Loretta E. Lynch in 2015.
A number of non-government organizations and individuals have made their own efforts to end the backlog. In November 2015, a black women-led group called Enough SAID — Enough Sexual Assault in Detroit — raised the funds to test 2,000 of Wayne County's more than 11,000 untested rape kits.
Meanwhile, other groups continue to focus on spreading awareness to elected officials, who have it in their power to apply for grants from the federal government. To that end, a group called Test400K sent a standard sexual assault evidence kit to every U.S. governor to raise awareness about the ongoing problem in August.
"Most of us think that what happens is like what we see in movies or on TV — that it's a quick investigation and they're expediting your case to solve," Julie Smolyansky, Test400K's co-founder, told Mic at the time.
"That doesn't happen — most cases end in the hospital after the rape kit is collected."


I must strive to reform myself and people of the entire world. ان شاء اللہ عزوجل" Inculcate this Madani aim in the minds of each Madani child in a manner that they base their life on this Madani aim. By doing this, the Madani activities of your Dawat-e-Islami will increase steadily to a greater extent ان شاء اللہ عزوجل.


text:
Katie Williams Medical Expenses
Garrett Law
Victoria Kjekstad
Belewich Natalie
Aaron Dodge
Sara Mathews is organizing this fundraiser on behalf of Dusty Fuller.
Hello, my name is Sara Mathews, and I currently reside in Steubenville, OH, but am originally from Vernon, NY and am a long time friend of Katie Williams. I am organizing this campaign for Katie and her two children, Lyric and Declan. It's been a long year for the three of them, as she has been extremely sick since January of this year.
For the past few years, Katie has sporadically come down with fairly minor illnesses, like pneumonia, pleurisy, bronchitis, and was also misdiagnosed with asthma. However, as of the last couple of months, after seeing countless doctors, she is finally starting to get an explanation for these frequent pulmonary issues, and is going to need some help.
In order to understand the extent of her need, an explanation of past events will be helpful.
In 2013, while 9 months pregnant with Declan, Katie and Lyric, moved into an apartment in Vernon, NY. Her and her children were otherwise healthy and had no major health issues to speak of prior to 2013. Since then, there were multiple times when she noticed black spots on the walls in both her living room and her bathroom. Having notified the apartments management of the issue, the "harmless mildew" was scraped off and the areas were re-painted (multiple times). Time passed and these illnesses started popping up, in both her and her kids (Declan and Katie being impacted the most). As January of 2018 approached, her health significantly deteriorated; she was in and out of doctors offices, urgent cares and ER's, unable to catch her breath or do any of her normal day- to-day activities. After trying the usual go-to, of steroids and antibiotics, with no improvement of her symptoms, a CT scan was finally ordered. Some "worrisome abnormalities" were seen and her primary care doctor referred her to a pulmonologist. Katie's symptoms were boggling for the doctors at first, as every time they checked her oxygen level, it was 100%. However, they realized her oxygen level was dangerously low while walking and with any activity. They immediately put her on oxygen to be used at all times and prescribed multiple medications, in hopes of healing her lungs. With no improvement, by February, she was sent to Upstate University Hospital in Syracuse, and a bronchoscopy and lung biopsy were ordered. While this was going on, her sister Becca, again noticed a black spot on the wall in her living room; they finally hired someone to come in and do an inspection. Within days, Katie was informed that multiple health hazardous molds were found in her apartment and they needed to vacate immediately, leaving all contaminated belongings behind. At that point, Katie's health was at an all time low and her doctor took her out of work.
After spending a few weeks in a local hotel, a few very generous individuals offered to house them until they had a better idea of what the future held. They have been living in transition ever since, with only the money that was left over from Katie's tax return and donated and borrowed money (also from many kindhearted and generous people!). Although Katie no longer needs oxygen, her health issues are still preventing her from working. As a single mom of two, this has become an extremely difficult situation. She in in the process of applying for disability, however between all the doctors appointments for her and her children, the unpredictability of her health and waiting on an official diagnosis from two different specialists , they are running out of funds to cover medical bills and even the basic necessities. Thankfully, the two doctors she found, that have given her some answers, both specialize in environmental illnesses; one has an office in Albany and the other is based out of NYC at Mount Sinai Hospital. The doctor in Albany does not accept health insurance for payment and both have been exceptionally expensive, particularly in regards to travel to and from. These particular doctors are necessary however, as Katie found out, the local doctors in the Central NY area are not very familiar with the types of testing and treatment needed in her particular kind of lung disease. At this point, they are waiting to hear an official diagnosis, but the doctors are fairly certain Katie has what's called hypersensitivity pneumonitis from prolonged exposure to mold. The damage that was done could most likely have been reversed early on, however with the extended time that Katie and her kids were living amidst this mold, how poorly she's been responding to the treatment, and the results of the testing so far, it's looking more and more like her lungs have permanent scarring. She will have more definite answers on prognosis and a plan in early to mid-September, when she has more testing done.
So, to sum things up - the money donated to Katie, will go primarily toward medical expenses that have been accumulating and basic living expenses. We realize that many people have already been extremely generous in helping Katie and she is so beyond thankful! But unfortunately no one could have predicted how extensive this ordeal was going to be and this mold saga and it's aftermath continues, so any help would be greatly appreciated! In addition to this, Katie would welcome any and all prayers in regards to her and her kids situation. It's been very hard emotionally and spiritually on the three of them, and although they remain reliant on the Lord and His abundant mercy, they still struggle daily with trying to hold out hope and remain positive.
*Note - If you are hesitant to donate to a third party site, like go fund me, you can donate to Katie directly, in person, by mail or at:
https://www.paypal.me/moldsucks
Feel free to call or send me a message on Facebook for Katie's contact information.
GoFundMe Giving Guarantee
This fundraiser mentions donating through another platform, but please know that only donations made on GoFundMe are protected by the GoFundMe Giving Guarantee.
Sara Mathews
Dusty Fuller


text:
Q: How can I build a proper constructor and destructor?
Question #1: How can I build a constructor set the value for (R,PoF,PoR)? I am trying to understand how constructor works but I guess I don't quite get it.
Question #2: Can I build destructor in this way, instead of the way I used in my program?

Circle::~Circle()
{
    std::cout << "The fence would cost " << SwimmingPool.PerimeterP(r) << std::endl;
    std::cout << "The road would cost " << SwimmingPool.AreaP(r) << std::endl;
    std::cout << "Present by FF" << std::endl;
}

I just want the cost to come out by itself, but I don't know how should I create destructor to do so.
Here is my full code:
#include "stdafx.h"
#include "iostream"

const double PI = 3.1415926;

class Circle
{
public:
    Circle();
    double AreaP(int r);
    double PerimeterP(int r);
    ~Circle();

private:
    int R;
    int PoF;
    int PoR;
};

double Circle::AreaP(int r)
{
    return ((r + R)*(r + R) - r*r)*PI*PoR;
}

double Circle::PerimeterP(int r)
{
    return (r + R) * 2 * PI*PoF;
}

Circle::Circle()
{
    int R = 3;
    int PoF = 35;
    int PoR = 20;
}

Circle::~Circle()
{
    std::cout << "Present by FF" << std::endl;
}

int main()
{
    int r;
    Circle SwimmingPool;
    std::cout << "Please input the radius of the Swimming Pool." << std::endl;
    std::cin >> r;
    std::cout << "The fence would cost " << SwimmingPool.PerimeterP(r) << std::endl;
    std::cout << "The road would cost " << SwimmingPool.AreaP(r) << std::endl;
    return 0;
}

A: You have:
Circle::Circle()
{
    int R = 3;
    int PoF = 35;
    int PoR = 20;
}

That function creates three function local variables and sets their values. It does not initialize the members of the class. Change it to:
Circle::Circle() : R(30), PoF(35), PoR(20) {}

Always prefer to initialize in the initializer list instead of setting the values in the body of the constructor.

No, you may not use:
Circle::~Circle()
{
    std::cout << "The fence would cost " << SwimmingPool.PerimeterP(r) << std::endl;
    std::cout << "The road would cost " << SwimmingPool.AreaP(r) << std::endl;
    std::cout << "Present by FF" << std::endl;
}

SwimmingPool is a variable in main. It cannot be used in the destructor. Besides, it does not make sense to print those messages in the destructor. It should simply be
Circle::~Circle()
{
}

A: Circle::Circle() : R(3), PoF(3), PoR(3) {};

Define the R, PoF, PoR as const int
The destructor must not throw an exception and generally you want it to release resources acquired by the object. Usually not the best place to be outputting stuff to stdout.
Don't use std::endl unless you want to flush the stream. Use '\n' instead.

redpajama_set_name: RedPajamaStackExchange


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text:
Q: Finding Non-Simple Paths of a Given Length on a Graph For the following graph:
g = Graph[{0 -> 1, 1 -> 2, 2 -> 3, 3 -> 0, 0 -> 0, 1 -> 1, 2 -> 2,
   3 -> 3}, VertexLabels -> Automatic,
  VertexLabelStyle -> Directive[Black, Bold, 16]]

I want to calculate all paths of length 6 that exist between node 0 and every other node in the graph. The FindPath[] function only allows me to calculate simple paths, but here there are no simple paths of length 6.
For example, one of the paths of length 6 between 0 and 2 is {0,0,0,0,1,1,2}.

A: This generates all walks of length 6, starting at vertex 0, for the graph g. I use a function from IGraph/M for convenience.
Needs["IGraphM`"]

adj = IGAdjacencyList[g]
(* <|0 -> {0, 1}, 1 -> {1, 2}, 2 -> {2, 3}, 3 -> {0, 3}|> *)

step[{most___, last_}] := {most, last, #} & /@ adj[last]

Nest[Join @@ step /@ # &, {{0}}, 6 (* length of walks *) ]
(*
 {
  {0, 0, 0, 0, 0, 0, 0}, {0, 0, 0, 0, 0, 0, 1}, {0, 0, 0, 0, 0, 1, 1},
  {0, 0, 0, 0, 0, 1, 2}, {0, 0, 0, 0, 1, 1, 1}, {0, 0, 0, 0, 1, 1, 2},
  {0, 0, 0, 0, 1, 2, 2}, {0, 0, 0, 0, 1, 2, 3}, ...
 }
*)

A: For the case of source-target pairs (as opposed to source to all other vertices), using a modification of Szabolcs's step to avoid vertices that, if taken, will take us too far from the target vertex (too far to reach the target within remaining number of steps) gives us all walks from source to target vertex with specified length directly (without the need to filter all walks to get the ones that end in the target vertex):
ClearAll[steps, walks, adjl, dist]
adjl[g_] := GroupBy[EdgeList[g], First -> Last]

dist[g_, t_]:= Association[# -> GraphDistance[g, #, t]& /@ VertexList[g]]

steps[g_, l_, t_][{most___, last_}] := {most, last, #} & /@
    Select[dist[g, t][#] <= l - Length[{most, last}] &] @ adjl[g][last]

walks[g_, s_, t_, l_] := Nest[Join @@ steps[g, l, t] /@ # &, {{s}}, l ]

walks[g, 0, 2, 6]

{{0, 1, 2, 3, 0, 1, 2}, {0, 1, 2, 2, 2, 2, 2}, {0, 1, 1, 2, 2, 2,
      2}, {0, 1, 1, 1, 2, 2, 2}, {0, 1, 1, 1, 1, 2, 2}, {0, 1, 1, 1, 1, 1, 2}, {0, 0, 1, 2, 2, 2, 2}, {0, 0, 1, 1, 2, 2, 2}, {0, 0, 1, 1, 1, 2, 2}, {0, 0, 1, 1, 1, 1, 2}, {0, 0, 0, 1, 2, 2, 2}, {0, 0, 0, 1, 1, 2, 2}, {0, 0, 0, 1, 1, 1, 2}, {0, 0, 0, 0, 1, 2, 2}, {0, 0, 0, 0, 1, 1, 2}, {0, 0, 0, 0, 0, 1, 2}}

This matches the list obtained by filtering all walks computed using Szabolcs's step:
Sort @ walks[g, 0, 2, 6] == Sort @ Cases[{__, 2}] @ Nest[Join @@ step /@ # &, {{0}}, 6]

True


Having spent the last few years of my career in the staffing and recruiting industry, I'm asked all the time by friends and relatives if I can help them find a more desirable job. I've helped my fianc� get a job, helped my college buddies get jobs after graduation, and even helped a few high school buddies find jobs having not seen them for years.
A friend of mine laments that work would be great if only there were no other people there! No matter where we work, we will work with others. Often, those relationships are cordial if not friendly, but there can be challenges.
R�sum� TipsSome basics about job hunting..
Whether you've been downsized, are looking for a career change or are just starting out, your resume speaks volumes about you. If your resume doesn't make it past the first cut, you're doomed; no matter how qualified you are.
When you first get the job offer it will often be a verbal offer and is likely to be subject to taking up references and perhaps even a medical examination.So never say you are accepting a job offer, or resign from your present job until you have received a formal offer in writing for the new position.
Cover Letters must grab the reader's interest so that they immediately want to learn more about the writer (you).Your cover letter is generally the first document those potential employers will read.
Have you ever heard of liquid air? The process of liquifying air was a major scientific achievement that took place over 100 years ago. Even after 100 years there are only a few companies that liquify air, which is probably why you've never heard of it before.
So you've figured out, more or less what you want to do and where the opportunities are. Now; you have been called for an interview.
There is no easy way to define exactly what editors, publishers, PR managers, non-profit directors, advertising executives, and other industry professionals want from writers. There are no written guidelines, standard requirements, or official specifications that apply to writing jobs across the board.
Is an International Resume still a Resume? This is a very common question among those looking for work overseas for the first time. When you contact companies about applying for a job with them you will not often be asked for a resume, you will be asked to send along your CV.
If your job search is dragging on and on, you might want to look in the mirror. Because the person looking back may be sabotaging your efforts.
"What is my calling?" Do any of us really have complete clarity about our life calling? Even those of us with the knowingness we must teach, write or sing may often ask, "What direction am I to go, now?" How do we answer these soulful questions?Richard Bolles, author of "What Color is My Parachute?" and the granddaddy of the employment industry says, when people are asked what they would like to do they often respond with "I don't know." Bolles maintains this is because people interpret the question to be "What am I going to do with the rest of my life?"This question is too big, too daunting, immobilizing people.
With the advent of the Internet, many of us have the opportunity to apply for work through email.However, just because this is the Internet and email is so fast and convenient, that does NOT mean you should give up professionalism and polish!FIRST IMPRESSIONS COUNT.
Here's a continuation of my article from a few months back on how the successful job search is really just a personal marketing campaign.To recap, the same marketing techniques that have sell billions of dollars worth of products and services on TV, in print and via direct mail can also help you find a job.
There are millions of people working extremely hard every day in the UK to ensure that the public are healthy and recover from illness or accidents. Countless medical staff around the country study hard to become doctors and nurses and then work long hours and endure stressful situations in order to save the lives of men women and children every day.


text:
Home / Research / General
A Path Forward for Men Affected by Abortion
Print / Download
"Remembering Thomas," an article written by Washington Post staff writer Phil McCombs and published in that newspaper on February 3, 1995 (page D5) remains strong in memory more than 25 years later because of its raw honesty and candor. In the article, subtitled "Responsibility, Guilt, and a Child Who Never Was," McCombs admits to having readily agreed to the abortion of his unborn child. Consulted in "an open fashion" by the woman whom he had impregnated, McCombs "urged her along the path of death" and soon thereafter "skipped town." When the abortion took place, McCombs writes, "I was out of town on business, too. I made sure of that."
McCombs laments: "For some instinctual reason, or just imaginatively, I have come to believe that it was a boy, a son whom I wanted killed because, at the time, his existence would have inconvenienced me. I'd had my fun. He didn't fit into my plans." The author decries his behavior at the time of abortion as "craven, immoral," adding, "I feel like a murderer." He later gives his unborn child the name Thomas, "carved on my heart."
The Washington Post writer then reveals a prescient understanding of the fact that he is likely not alone in his feelings as a male who was involved in an abortion. The United States was reporting approximately 1.5. million abortions annually at the time. "That's a lot of pain," observes McCombs.
"Unraveling the Roots of Men's Trauma" is thus a befitting title for an upcoming virtual conference and retreat offered by the nonprofit organization Support After Abortion on Saturday October 16, 2021, from 9:00 AM to 4:00 PM Eastern Standard Time. The online event constitutes a low-risk, high-reward opportunity for men to learn more about how abortion affects them, and how men who have been involved in abortion can find solutions to their varied feelings of shame, anger, hurt, frustration, and relationship trauma.
Featuring more than a dozen pre-recorded and live speakers from diverse races, religious affiliations, and walks of life, the conference will allow for private exploration of resources for men, as well as opportunities to interact and ask questions. Many of the speakers are themselves men or women who have experienced abortion; all are thoroughly mindful of the fact that – for men – identifying, articulating, and overcoming the deep pain of abortion can be particularly problematic.
Speaker Chris Rainey is direct: "I am not a doctor, psychiatrist, psychologist or a psychotherapist. I'm not even a pastor. I am, however, passionate for the unborn and acutely aware of the emotional fallout and baggage resulting from an abortion experience. I am a post-abortive father. . . . Just as one post-abortive individual shared and guided me through the process of forgiveness and healing, I wanted to seek opportunities to do the same for others with similar experience." Rainey eventually wrote a book called Healing the Father, to provide what he, as a man, would like to say and hear. Rainey's talk planned for October 16 bears the same title and will offer the same approach.
Licensed clinical social worker Lisa Rowe, who is chief executive officer of event sponsor Support After Abortion, will discuss the vision of the conference as a resource and opportunity expressly for men affected by abortion. Other presenters include licensed therapist Greg Hasek, who will explain how men heal and process trauma differently than do women. This includes how men react and heal differently than women following the loss of a child. Indeed, while research in this area is limited, studies have shown that men are more likely to internalize or deny their grief, or attempt to distract themselves rather than speak about their experience (Kersting et al., 2012). Experience of an abortion within a current relationship has been associated with 116% and 196% increased risk of arguing about children for women and men, respectively (Coleman et al., 2009), a much stronger finding in men than women.
Other research on perinatal loss, generally, suggests that men are more likely to exert control over painful emotions and cope in a more solitary manner, with men suffering a sense of failure that involves their identity and role as a family protector (Wing et al., 2001). Accordingly, several presenters at the October 16 conference will explore overcoming feelings of failure, anger, and shame associated with abortion and other traumatic life experiences. Former Syracuse University athlete and former NFL offensive lineman Lou Alexander will address issues of manhood and masculinity as an individual who grew up in a fatherless home and who one day found himself broke and without a job. Fellow NFL athlete Jajuan Michael Harley will discuss how "It's OK not to be OK," sharing his first-hand experiences dealing with trauma as a young man. Conference participants will have opportunity to hear how Harley persevered through poverty, trauma and loss to reach the NFL and attain a successful entrepreneurial career and married family life. His presentation will be followed by a live Q&A.
Pastor Marc Little will offer "The Strong Man – An Invitation to Healing," which is designed to address the pain and shame associated with abortion and to help take information learned at the conference from one's head to one's heart, where real healing can begin. Fr. Shawn Monahan, a Roman Catholic priest with the Oblates of the Virgin Mary in Boston, will highlight the path to healing broken hearts – "a path that requires the grace of acknowledging one's own brokenness so one can turn to the Father of Mercies and experience His merciful love, which always heals, restores and reminds us of who we truly are, His beloved."
Indeed, here it may be fitting to note again that a once- "craven" newspaper reporter now carries in mind forever his forsaken son Thomas and keeps his name "carved on my heart." How much more, then, can would-be participants in the October 16 "Unraveling the Roots of Men's Trauma" trust in the goodness of their perfect Father in Heaven, who has inscribed them in the palms of His hands (Isaiah 49:15-16). The invitation to healing – with both pastoral and professional help, and in a private online setting – is worth signing up.
For a complete list of scheduled speakers and their biographies, visit the conference website. To learn more and register, click here (https://www.menhealingfromtrauma.com).
Teresa Donovan, M.P.H., is an associate scholar with the Charlotte Lozier Institute.
VIRTUAL CONFERENCE HOST https://supportafterabortion.com/
To Register https://www.menhealingfromtrauma.com/?r_done=1
REFERENCED ABOVE
Induced abortion and intimate relationship quality in the Chicago Health and Social Life Survey. Coleman PK, Rue VM, Coyle CT. Public Health. 2009 Apr;123(4):331-8. doi: 10.1016/j.puhe.2009.01.005. Epub 2009 Mar 26. PMID: 19324381
"Data were derived from interviews with an ethnically diverse urban sample of men (n=658) and women (n=906). Surveys were conducted in person using computer-assisted personal interview technology by the National Opinion Research Center affiliated with the University of Chicago, USA. Results: For men and women, the experience of an abortion in a previous relationship was related to negative outcomes in the current relationship; perceptions of improved quality of life if the current relationship also ended and intimate partner violence. Experience of an abortion within a current relationship was associated with 116% and 196% increased risk of arguing about children for women and men, respectively. Among females, experience of an abortion within a current relationship was associated with increased risk for various forms of sexual dysfunction (122-182%), increased risk of arguments about money (75%), increased risk of conflict about the partner's relatives (80%), and increased risk of arguing about the respondent's relatives (99%). Men whose current partners had experienced an abortion were more likely to report jealousy (96% greater risk) and conflict about drugs (385% greater risk)."
Complicated grief after perinatal loss. Kersting A, Wagner B. Dialogues Clin Neurosci. 2012 Jun;14(2):187-94. doi: 10.31887/DCNS.2012.14.2/akersting. PMID: 22754291 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3384447/
"Loss of an infant during pregnancy can clearly deeply distress a woman and put strain on her relationship with the father, but it may also have a distinct psychological impact on the grieving father. Although it may seem predictable that fathers are also affected by the loss, there has only been a limited amount of research in this field. . . . The men in this study were also found to internalize and deny their grief, or attempt to distract themselves rather than speaking about their loss.47" [While not a study focused on elective abortion, this article includes pregnancy termination among perinatal losses].
Wing DG., Burge-Callaway K., Rose Clance P., Armistead L. Understanding gender differences in bereavement following the death of an infant: Implications of or treatment. Psychotherapy: Theory, Research, Practice, Training. 2001;38:60. [Google Scholar]
"For a man, the sense of failure often involves his identity and role as a family protector…. fathers generally exhibit more denial than mothers…. Common findings indicate that women tend to use more expressive and process-oriented forms of coping, while men exert greater control over the expression of painful emotions and cope with such emotions in a more solitary fashion…. and preoccupy themselves…. Discordant coping has been found to be strongly associated with increased marital distress and communication difficulties . . . https://www.paulineroseclance.com/pdf/Wing_Bereavement.pdf [While not a study focused on elective abortion, this article provides much insight into major differences between men and women when processing a perinatal death].
Teresa A. Donovan, M.P.H. MORE BY AUTHOR
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