text:
Samarpan/Milestones of Spiritual Life

The need for milestones

Every spiritual aspirant is like a lonely traveler on the unknown path of the journey within -- a journey that makes him give up old associations, takes him through new vistas,allows him to leave behind milestones and finally gives him the experience of the Reality.But the process extracts its price. Old association, guidance, support, care and protection found in the external world are lost during this journey, and at times the aspirant gets the feeling of being directionless in the uncharted expanse of spiritual vastness.

This brings in the need for a systematic work on milestones in spiritual life, by referring to which any spiritual practitioner can make out where he stands in the journey within.

Unfortunately, there is no comprehensive work on this subject. Words of masters focus mostly on sadhana, with scanty references to its milestones. Also, different religions and various spiritual paths have different modes of sadhana, and hence it is difficult to have a universal yardstick of spiritual progress. However, since Sri Ramakrishna practiced various religions and religious paths, his words and experiences can be used to create a model for milestones in spiritual life.

This work aims at finding the parameters of spiritual growth. Although it is not possible to objectify spiritual growth fully, this work gives a definite idea of one's state of spiritual progress.

Milestones in Nutshell

Talking of stages of spiritual growth,Sri Ramakrishna said:

'There are two indications of such knowledge. First, longing, that is to say, love for God. You may indulge in reasoning or discussion, but if you feel no longing or love, it is all futile. Second, the awakening of the Kundalini. As long as the Kundalini remains asleep, you have not attained knowledge of God.(Gospel, p.610-11).

'The first stage is that of the beginner. He studies and hears. Second is the stage of the struggling aspirant. He prays to God, meditates on him, and sings his name and glories. The third stage is that of the perfect soul. He has seen God, realized him directly and immediately in his inner consciousness. (p.344) ... The inner consciousness must be awakened through the grace of God. Through this awakening a man goes into samadhi. He often forgets that he hasa body. He gets rid of his attachment to "women and gold" and does not enjoy any talk unless it is about God. Worldly talk gives him pain. Through the awakening of the inner consciousness one realizes the all-pervading consciousness (p.734).'

Madhusudan Saraswati details the process of spiritual growth in his Gudhartha Dipika

on Bhagavad-Gita as

'Steadfastness in selfless works comes first; from that follows purification of the mind;thereafter the renunciation of all actions, led by control of sense organs etc.; then comes steadfastness in devotion to the Lord, together with vichara on the Upanisadic sentences.

From that comes steadfastness in the Knowledge of Reality.

title: Samarpan/Milestones of Spiritual Life


text:
User talk:Uttamkumar12

/* /* teevir tablet price */ new section */ new section
Patients with HIV infection can be treated with the help of antiretroviral medications including tenofovir disoproxil fumarate. This antiviral regimen is available under different trade names like teevir tablet price and Tenvir. It is also indicated for the treatment of AIDS patients.

The medicine works by preventing the activity of the virus by blocking viral multiplication. Enquire about Tenofovir 300 mg tablet price in India. Get benefits including fast delivery, exclusive discounts, and offers. Buy medical equipment and life-saving medicines from Magicine Pharma at low rates.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User talk:Uttamkumar12


text: Shelf:Paranormal

title: Shelf:Paranormal


text: Shelf:Paranormal/ancestry

title: Shelf:Paranormal/ancestry


text: Category:Shelf:Paranormal

title: Category:Shelf:Paranormal


text: Category:Shelf:Paranormal/all books

title: Category:Shelf:Paranormal/all books


text: Subject:Paranormal

title: Subject:Paranormal


text: Category:Subject:Paranormal

title: Category:Subject:Paranormal


text: Category:Subject:Paranormal/all books

title: Category:Subject:Paranormal/all books


text: Template:User organs

title: Template:User organs


text:
User:مكتبتي

مكتبتي pdf هي مدونة تعليمية تهتم بنشر الكتب التعليمية الهادفة والرائعة، حيث تقوم بتجميع ونشر افضل واشهر الكتب العلمية والثقافية.

title: User:مكتبتي


text:
User:Samuelle Santiago

Samuelle

title: User:Samuelle Santiago


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. Nxf7

5. Nxf7
White managed to fork Black's queen and rook as usual in the Fried Liver Attack, only to get hit by the shocking sacrifice 5...Bxf2+.


text:
Chess Opening Theory/1. e4/1...e5/2. Nf3/2...Nc6/3. Bc4/3...Nf6/4. Ng5/4...Bc5/5. d4

5. d4!?
Rather than capturing the undefended f-pawn, White plays it safe and attacks the bishop while preventing the idea of Bxf2+.

Moving away the bishop is a mistake because after Nxf7, White captures a free rook and Black has no counterplay without the bishop sacrifice.

Capturing the d-pawn with the pawn or knight will similarly prevent the bishop sacrifice.

Another mistake is if Black captures with the bishop (5...Bxd4) and goes for the sacrifice anyway (6. Nxf7 Bxf2+). The difference between this position and if 5. d4 Bxd4 was never played is that White's queen and dark-squared bishop can protect key squares from Black's fierce counterattack.

Therefore, Black's only sensible move here is 5...d5, stopping a capture on f7.


text: Category:Users in Ohio

title: Category:Users in Ohio


text:
Basic Computer Security/Social networks

Targets:
 * Private accounts, victim's friends
 * Ad credit
 * Shopping accounts
 * Shopping accounts

Weaknesses:
 * Weak password
 * Password recovery

No matter the claim, you should never share your WhatsApp SMS verification code with others, not even friends or family. Sharing codes can cause you to lose your account.

Defenses:

Threats:

title: Basic Computer Security/Social networks


text:
Data Science and Artificial Intelligence with Julia/The Julia Programming Language

The Julia Programming language is an open programming language offering a high level of performance and features that make it ideal for certain mathematical operations, including some pertaining to data science and AI.


text: Template:User USA/User Ohio/County

title: Template:User USA/User Ohio/County


text:
User:Magdaliliachelly

Magda Lilia Chelly is a Polish Tunisian computer security consultant, researcher, public speaker, entertainer, and cybersecurity expert. . She is also affiliated with Telecom SudParis, where she obtained a Ph.D. in Telecommunication Engineering in 2011. Magda a strong activist for women in cybersecurity. She founded in 2016, a non-profit group called Women on Cyber, previously called WoSEC Singapore. This group is supporting diversity and inclusion initiatives in the cybersecurity industry.

She is a member of the Advisory Board for the Executive Summit at Black Hat Asia. She is the co-founder of Responsible Cyber Pte. Ltd., a Singapore-based start-up with NUS Enterprise, the entrepreneurial arm of the National University of Singapore, and Singtel Innov8, the venture capital arm of the Singtel Group, as its shareholders. The company has been valued at 7 Million SGD in May 2020.

Magda Lilia Chelly has obtained a PhD in Telecommunication Engineering issued by Telecom SudParis and speaks fluently 5 languages. She has been publicly speaking in English, French and Arabic. Magda’s research topics have been focusing on Cyber Security, the future of localisation and positioning, education and more. Her research works and writings around cybersecurity have been featured by IEEE, RSA Conference, CYBERSEC, World Congress on Internet Security (WorldCIS-2016), CYBER RISK LEADERS Magazine, among others.

She speaks about cybersecurity in general with a focus on cyber risk management, hacking and diversity and inclusion in the field.

Early Life
Magda Lilia Chelly was born in Poland in 1983. She moved to Tunisia at an early age with her parents, where she started her engineering studies at Sup'Com or SUP'COM or Higher School of Communication of Tunis or Engineering School of Communication of Tunis, Tunisia. She obtained her Master's in the same field in 2009.

Dr. Chelly held her thesis "Propagation of a position in connected networks" under the direction of Professor Nel Samama on the 7th of July 2011 in Evry, France. Her thesis was held in partnership with Pierre and Marie Curie University. Magda started her professional career as an Assistant Professor at Telecom SudParis, supporting her Professor in the course "Positioning in constrained environments". Magda was involved in the research of GNSS and WLAN signal processing for indoor positioning, with Anca Fluerasu, Alexandre Vervisch-Picois, and Nel Samama. In 2009, Dr. Chelly was part of the reviewers for the Annales des Telecommunications (2010) 65:129–131 DOI 10.1007/s12243-009-0157-3.

Dr. Chelly moved to Qatar to join a large telecommunications operator in Qatar, where she lived for two years. In 2015, she moved to Singapore.

Career
Dr. Chelly is currently working in cybersecurity, based in Singapore. She founded a startup, called Responsible Cyber Pte. Ltd. in 2016. She is, also, involved in her non-profit group supporting diversity and inclusion. She is also a trainer with the Institute of Singapore Chartered Accountants, formerly the Institute of Certified Public Accountants of Singapore (ISCA), where she teaches cybersecurity.

Consulting
Since 2015, Dr. Chelly has been a paid cybersecurity consultant, public speaker, and researcher. She does security consulting for Fortune 500 companies across the world.

Research topics
Magda's research topics have been concerning the future of Cyber Security, education, localization and positioning, and more. Her research works and writings about cyber security have been featured by the Institute of Electrical and Electronics Engineers (IEEE), the RSA Conference, and the Australian Information Security Association (AISA) among others.

Media
Magda is best known for The Dark Web Documentary on Channel News Asia. She, later on, was featured in other TV shows, including VTV 1 News; the first channel of VTV launched on the 7 September 1970. . Dr. Magda was the guest on Task Force 7 Radio. She gave interviews including Prime Time on MoneyFM 89.3. In 2020, she was featured in the distributed version of the Dark Web Documentary on Canal Plus.

Filmography
Magda Lilia Chelly has been known in her early days for her appearance in Love Me, Original title: Aime-moi (2009); a short movie with Armelle Deutsch : Toute la mort devant soi (2009), Love Me (2009), Utopium: Song for an Artist (2008).

Quotes

 * "Cybersecurity is a social responsibility. We all have a role to play."

Awards and Recognition
Chelly has received various awards, including the below :
 * 1) 2021 - Top Women in Security ASEAN Region 2021 awards
 * 2) 2020 – Top 8 Twitter Cybersecurity Influencers
 * 3) 2020 – Honorable mentions: Women making a mark
 * 4) 2019 – 29 Highly Influential CISOs by Peerlyst
 * 5) 2019 – Top 14 Cyber Security Influencers to Follow
 * 6) 2018 – CISO Of the Week
 * 7) 2018 – 10 cybersecurity experts to follow on Twitter in 2018
 * 8) 2018 – 58 Women In Cybersecurity To Follow On Twitter
 * 9) 2018 – Top 17 Cybersecurity Influencers in 2018 You Must Follow
 * 10) 2017 – TOP 50 International cyber security influencer, internationally
 * 11) 2017 – Woman in IT Awards Finalist

title: User:Magdaliliachelly


text:
Learning anatomy/Dermis

Anatomy
The dermis is made up of the papillary dermis and the reticular dermis. It consists of collagen, elastin, blood capillaries, lymph vessels, sweat glands, sebaceous glands, nerve endings, and hair follicles.

Function
The dermis makes sweat and regulates the body’s temperature, it produces oil, it makes hair grow, feels things and if it is too hot or too cold, your body tells you to get away from it and the dermis also protects the body from harmful pathogens, keeping the skin in shape, and distributing blood so that it can feed the skin, removes toxins, and supplies the epidermis with blood.

title: Learning anatomy/Dermis


text: Human brain/Dermis

title: Human brain/Dermis


text: Template:Delete redirect

title: Template:Delete redirect


text:
Chess Opening Theory/1. e4/1...c5/2. c3/2...d5/3. exd5

3. exd5
The natural move; eliminating the tension in the center, while bringing Black's queen to a more vulnerable position.

Although White cannot immediately attack the Queen because of the pawn on c3, in some lines the Queen can be pinned to a captured pawn on d4 (eg. 4. d4 cxd4 5. Nf3), or become a target later down the line with moves such as c4. However, the Black Queen on d5 is often one of Black's biggest assets, as it assists in ideas such as Bg4 and is exceedingly hard to kick out before White castles.

3. exd5 is the most common move after 2. d5, followed by 2. d3 and 2. e5.

Statistics
White win 28%, Draw 46%, Black win 26%.  (Statistics taken from Lichess. Based off of 10,853 master games)


text:
Public-Private Partnership Policy Casebook/British Rail PPP and Aftermath

This case study reviews the Privatization of British Railways as a collaborative work of Tamara Grozdanic, Fabiola Scott, and Parker Bratman. The casebook is a product of the George Mason University graduate program for Public-Private Partnership Policy course under the leadership of Dr. Jonathan Gifford.

Introduction of the Privatization
The British Rail underwent privatization in 1993 by selling shares to public stakeholders. Prior to its privatization, United Kingdom railways were controlled and owned by the government and overseen by a separate Board. From 1995 to 1997 the British railways were sold off to private entities as part of a successive Conservative administration. Prior to privatization, passenger rail travel rates began to decline and rail freight business experienced a loss of market share. In 1968, the 1968 Transport Act was issued, recognizing the government’s need to provide subsidies to support the industry; However, the level of subsidy gradually increased over time ultimately reaching 1.6 billion pounds by 1985. During this time, the government recognized that continued subsidies would be required to support the rail industry and as a result, began accepting proposals to privative the railway that culminated in dale during 1995-1997. The privatization of the railway was completed in 1997 due to a political push from the Conservative party. There was a great likelihood that the Conservative party was to lose the election of 1997 and therefore expedited the process to privatization, making it effectively irreversible.

The government’s objectives for privatizing the railway were to harness the skills of the private sector in order to better meet railway customer’s needs, provide greater efficiency and value for money, and ultimately increase the quality of services rendered. And to achieve their objectives, the government leaned on private sector competition. In 1994 the restructuring of the British Rail transferred most asset ownership to Railtrack, a company separate from British Rail, but owned by the government, which was then sold in 1996. During the restructuring of the railway system in 1996, the rail infrastructure was partitioned and reorganized into 7 maintenance and 6 track renewal companies; the rolling stock was partitioned between 3 leasing companies (ROSCOs); the passenger train services were franchised to 25 private sector train operating companies (TOCs). Furthermore, as part of this restructuring, 2 regulatory bodies were created: The Office of the Rail Regulator (ORR), whose functionality was to regulate the monopoly element of the business; and The Office of Passenger Rail Franchising (OPRAF), whose main responsibility was to award franchises and regulate TOCs. OPRAF later became known as the Strategic Rail Authority (SRA) and was primarily responsible for providing strategic direction for Britain’s railways. While the Rail Users’ Consultative Committees (RUCCs) were formulated to protect the interests of rail consumers.

Aftermath
Twenty years following the privatization of the British Rail, The Conservative Party Transport Minister Patrick McGloughlin, gave a speech which heralded “20 years of rising investment [and] 20 years of extraordinary growth on our railway,” indicating success of the privatization. While data on passenger numbers implicates success delivered by the private enterprise, the accounts of Network Rail – the company responsible for railway infrastructure after the collapse of Railtrack PLC in 2001 – report a different narrative. There was a significant growth in the debt burden shouldered by Network Rail to fund infrastructure improvements (from £9636m in 2002/2003, to £30,358m as 2012). “Consequently, the annual cost of interest payments on this debt financing increased almost seven-fold to just under £1.4bn in 2012, surpassing spending on track maintenance which fell below £1bn that same year.”

“A key promise of rail privatization was the elimination of public subsidy followed by a net gain for the taxpayer in the form of franchise payments levied on the TOCs a state that was expected to be achieved by 2005/2006. Under the Network Rail regime, TACs were lowered as passenger journeys increased and ticket prices rose above the rate of inflation. This improved the fortunes of the TOCs to the extent that the Department for Transport became a net beneficiary of rail franchising in 2011/2012. Net subsidy to TOCs transformed from over £1bn at the formation of Network Rail in 2001/2002 to a small net gain for government from 2011 onwards as franchise payments made by TOCs exceeded direct subsidies. This has however coincided with large increase in direct state subsidy for the infrastructure company. Thus, while subsidy to the TOCs as a percentage of passenger revenue has fallen the direct subsidy to Network Rail has remained equal to around 50% of passenger revenue. During the first decade of Network Rail’s existence, passenger kilometers travelled increased by some 43%, while passenger fare revenue for the TOCs increased by 48%; meanwhile, Network Rail’s revenue from TACs, adjusted for inflation, declined 12% from £1.8bn to £1.6bn. Only eight of 18 franchises received a net direct subsidy during the year whereby subsidies exceeded franchise premium payments.”

The political significance of the subsidy arrangement is reflected by key government officials and government ministers, who are enrolled in – and co-dependent upon – the appearance of success in rail privatization. Ultimately, the TOCs would be unable to be portrayed as efficient enterprises achieving independent success, and the disguising and displacing income, costs, capitalizations, and risk is used to support the political narratives that in turn generate the appearance of a successfully privatized utility.

Annotated List of Actors
British Government: British Department for Transportation (Office of Passenger Rail Franchising (OPRAF), the Franchising Director supplanted by the Strategic Rail Authority, Secretary of State for Transport), Network Rail, Great British Railways.

Train operating companies (TOCs): 25 franchises

Railway rolling stock (Trains): Rolling stock leasing companies, or ROSCOs

Infrastructure companies: Railtrack, Metronet

Four freight companies: English, Welsh & Scottish Railways, Freightliner, Direct Rail Services, and Combined Transport Ltd.

Timeline of Events
•	July 1992: The British government published, New Opportunities for the Railways, the privatisation of British Rail, a white paper that proposed the creation of Railtrack (run by private sector franchises) to replace British Railway.

•	 October 1992: The Department of Transport requested input from the government and private industry with a letter of consultation on the franchising of passenger rail services.

•	November 1993: The Railways Act of 1993 initiated the disintegration of  British Rail.

•	April 1994:  Railtrack, a government owned company created under the Railways Act 1993, was created to control the railway infrastructure.

•	May 1994: The Channel Tunnel opens.

•	May 1996: Railtrack is sold to the private sector.

•	October 2000: the Hatfield accident, the crash recovery program cost Railtrack £644 million.

•	November 2000: The Transport Act 2000.

•	February 2001: Steve Marshall, Railtrack’s Chief Executive estimated a debt of £8 billion by 2003.

•	October 2001: The British government decided to put Railtrack into administration

•	October 2002: The Department for Transport established Network Rail, Ltd to take over Railtrack.

•	May 2008: Collapse of Metronet.

•	May 2018: Timetable collapse

•	September 2020: The British transport secretary, Grant Shapps, announced the failure of the railway privatization model ending the rail franchising system.

•	May 2021: The British Department for Transport reported the Williams-Shapps Plan for Rail and the creation of the Great British Railways, a state-owned entity that will replace Network Rail in 2021, in this new model the government will contract with private sector operators.

Maps of Locations
https://www.nationalrail.co.uk/TOCs%20v%2053NRE%20May%202021%202.pdf

Cost
Privatization of British Rail happened gradually as each sections of the process was franchised over time. First the individual routes were sold off to over 25 separate companies that bid on how much they were “worth” with the government stepping in to serve less desireable routes with government subsidy to keep prices affordable.

https://dataportal.orr.gov.uk/media/1548/rail-finance-statistical-release-2018-19.pdf

During the initial years of the privatization of Rail track the government offered Railtrack up for sale and expected total gross proceeds to amount to £1.67 billion. The National Audit Office (NAO) published a report on the Railtrack sale and concluded the UK Government could have raised much more. The NAO calculated that at least £600 million more and had retained 20 percent of the shares, or £1.5 billion if the Government had retained 40 per cent of the shares.

Financial Structure
Bidding was the only place where the government could expect the free market to have a competitive process. This lead to overbidding due to an overestimation from each franchise that was to operate each rail line. The government would not be paid because the franchise could not operating and the business would fail.

Privatizing the British Rail system still included financing structure the same way. A majority of yearly funding for operating costs comes from the tolls from passengers and freight, along with a sizable government subsidy. The total subsidy during the privatization years did decrease before spiking to over £8 billion during the formation of Network Rail. The Subsidy has fluctuated since the collapse of Railtrack and was last recorded at £7 Billion in 2019 with an average cost of around £5 million.

Institutional Structure
Railtrack was the first structure that was sold, it owned all rails, track, and stations.

Freight services were split into 6 distinct companies.

Passenger ridership would be privatized last. Intercity was split into 7 segments for Britain’s long distance routes, 10 for Network SouthEast, and Regional Railways was split into 8. These 25 companies make up the TOC's. However, the public relies on loss making operations for train services. Therefor, each train operating company could be balanced by subsidy to meet contractual requirements to run infividual train routes.

Many bidders were not able to be found and the government started using direct bid which is opposite from the competitive bid process originally designed. An increasing number of railways stopped operating under the franchise model by 2020 due to limited ridership where the franchises could no longer make their payments to the British Government.

Identification of Policy Issues
The government proposed a Ten-Year Transport Plan that targeted a 50% growth in rail passenger traffic, however, there was a lack of substantial investment in rail infrastructure that was indicative of failure. Additionally, the government's Integrated Transport Policy seemed increasingly unbalanced as it increased its road transport spending whilst the railway system struggled significantly to improve its capacity and reliability. The privatization of the rail system was driven by a political motif and lacked a governance structure to effectively manage and operate the railway system.

Narrative
The privatization of the British Railway was destined for failure from the beginning. An idea that was derived during the Thatcher tenure and realized post-Thatcher, the privatization was a political power-play that lacked clear definition, structure, and organization. This effort was a push to ‘reduce government spending’ that essentially forced offerors to compete by over promising and under-delivering. This resulted in failed franchises that were unable to make payments to the government and were ultimately replaced by other private suitors. In most recent occurrences, several railways ceased to operate under the franchising model and instead operated under the concessions model. The failed franchise model of the British Rail privatization made it more difficult for the government to find new offerors as franchises came up for renewal. A model that once helped increase the number of passengers on the British Rail System, proved to be no longer effective.

Key Takeaways
The British Rail privatization has succeeded in growing passenger, however, annual subsidies for passenger rail services remained unchanged and proven to be unsustainable. Ultimately, rail services became less reliable, and the private sector has lost confidence in rail investment. The outcome of rail passenger service privatization did not match the theoretical expectation that competition would both improve efficiency and maximize consumer benefit, and subsidy levels did not decrease as expected “because many franchises were let on the basis of bids that overvalued their worth and required unsustainable levels of cost cutting and revenue growth.” In conclusion, the privatization of the British Rail failed as a mechanism to resolve Britain’s urban and interurban transportation problems, and a more effective method is required if the objective is to boost railway investment.

Discussion Questions
•	Is it realistic to expect competition for franchises in a basically loss-making industry to lever in substantial private sector investment and deliver extensive consumer benefits?

•	Why do you think this privatization failed?

Additional Readings
Great British Railways

Railway Rolling Stock

The Failure of Metronet

The Development of Railway Network in Britain 1825-1911


text: Themes in Literature/Printable version

title: Themes in Literature/Printable version


text: Perspectives in Digital Literacy/Printable version


text: Civic Technology/Printable version

title: Civic Technology/Printable version


text: Handbook of the Swatow Vernacular modernized/A Dictionary of some of the more important words in the Swatow dialect


text: SanDisk Sansa MP3 Players/Printable version


text: Applied Programming/Printable version

title: Applied Programming/Printable version


text: Programming Fundamentals/Printable version


text: OpenMP/Printable version

title: OpenMP/Printable version


text: Foundations of Computer Science/Printable version


text: Database Design/Printable version

title: Database Design/Printable version


text: Transportation Systems Casebook/Printable version


text: Shelf:George Mason University projects

title: Shelf:George Mason University projects


text: Shelf:George Mason University projects/ancestry


text: Category:Shelf:George Mason University projects


text: Category:Shelf:George Mason University projects/all books


text: Subject:George Mason University projects


text: Category:Subject:George Mason University projects/all books


text: Category:Subject:George Mason University projects


text:
Wikijunior:Bird Alphabet/A

A is for Albatross

title: Wikijunior:Bird Alphabet/A


text:
Wikijunior:Bird Alphabet/C

C is for Cardinal

title: Wikijunior:Bird Alphabet/C


text:
Wikijunior:Bird Alphabet/O

O is for Owl

title: Wikijunior:Bird Alphabet/O


text:
Wikijunior:Bird Alphabet/E

E is for Eagle

title: Wikijunior:Bird Alphabet/E


text:
Wikijunior:Bird Alphabet/T

T is for Turkey

title: Wikijunior:Bird Alphabet/T


text:
Wikijunior:Bird Alphabet/Z

Z is for Zapata Sparrow

title: Wikijunior:Bird Alphabet/Z


text:
Wikijunior:Bird Alphabet/P

P is for Peafowl

title: Wikijunior:Bird Alphabet/P


text:
Wikijunior:Bird Alphabet/B

B is for Bluebird

title: Wikijunior:Bird Alphabet/B


text:
Wikijunior:Bird Alphabet/H

H is for Hawk

title: Wikijunior:Bird Alphabet/H


text:
Wikijunior:Bird Alphabet/F

F is for Falcon

title: Wikijunior:Bird Alphabet/F


text:
Wikijunior:Bird Alphabet/K

K is for Kingfisher

title: Wikijunior:Bird Alphabet/K


text:
Wikijunior:Bird Alphabet/W

W is for Warbler

title: Wikijunior:Bird Alphabet/W


text:
Category:Kosher recipes

Recipes which are Kosher.

title: Category:Kosher recipes


text:
Wikijunior:Bird Alphabet/I

I is for Ibis

title: Wikijunior:Bird Alphabet/I


text:
Wikijunior:Bird Alphabet/J

J is for Jay

title: Wikijunior:Bird Alphabet/J


text:
Wikijunior:Bird Alphabet/N

N is for Nightjar

title: Wikijunior:Bird Alphabet/N


text:
Wikijunior:Bird Alphabet/V

V is for Vulture

title: Wikijunior:Bird Alphabet/V


text:
Wikijunior:Bird Alphabet/G

G is for Gull

title: Wikijunior:Bird Alphabet/G


text:
Wikijunior:Bird Alphabet/M

M is for Macaw

title: Wikijunior:Bird Alphabet/M


text:
Wikijunior:Bird Alphabet/X

X is for Xantus's murrelet

title: Wikijunior:Bird Alphabet/X


text:
Wikijunior:Bird Alphabet/S

S is for Swan

title: Wikijunior:Bird Alphabet/S


text:
Wikijunior:Bird Alphabet/R

R is for Robin

title: Wikijunior:Bird Alphabet/R


text:
Wikijunior:Bird Alphabet/Y

Y is for Yellowhead

title: Wikijunior:Bird Alphabet/Y


text: Category:Book:Wikijunior:Bird Alphabet

title: Category:Book:Wikijunior:Bird Alphabet


text: Category:Book:Wikijunior:Bird Alphabet/Templates


text: Template:Wikijunior:Bird Alphabet

title: Template:Wikijunior:Bird Alphabet


text: Shelf:Lua programming language

title: Shelf:Lua programming language


text: Shelf:Lua programming language/ancestry

title: Shelf:Lua programming language/ancestry


text: Category:Shelf:Lua programming language

title: Category:Shelf:Lua programming language


text: Category:Shelf:Lua programming language/all books


text: Subject:Lua programming language

title: Subject:Lua programming language


text: Category:Subject:Lua programming language


text: Category:Subject:Lua programming language/all books


text: ITIL v3 (Information Technology Infrastructure Library)/Printable version


text: Creating a Virtual Machine/Printable version


text: Shelf:Professional certification

title: Shelf:Professional certification


text: Shelf:Professional certification/ancestry


text: Category:Shelf:Professional certification/all books


text: Category:Shelf:Professional certification


text: Subject:Professional certification

title: Subject:Professional certification


text: Category:Subject:Professional certification


text: Category:Subject:Professional certification/all books


text: Subject:Human Computer Interaction

title: Subject:Human Computer Interaction


text: Category:Subject:Human Computer Interaction


text: Category:Subject:Human Computer Interaction/all books


text: Shelf:Human Computer Interaction

title: Shelf:Human Computer Interaction


text: Shelf:Human Computer Interaction/ancestry


text: Category:Shelf:Human Computer Interaction/all books


text: Category:Shelf:Human Computer Interaction


text:
Serbian/Main Contents/Level 1/Lesson 8

Mother (mum) - majka (mama)

Father (dad) - otac (tata)

Brother - brat

Sister - sestra

Child - dete

Son - sin

Daughter - ćerka

Grandmother - baba

Grandfather - deda

Mother's or father's sister - tetka

Wife of mother's brother - ujna

Wife of father's brother - strina

Mother's brother - ujak

Father's brother - stric/čiča

Husband of mother's or father's sister - tetak/teča

Cousin - rođak/rođaka

Grandchild - unuče

Grandson - unuk

Granddaughter - unuka

Wife's mother - tašta

Wife's father - tast

Wife's brother - šurak

Wife's sister - svastika

Husband's mother - svekrva

Husband's father - svekar

Husband's brother - dever

Husband's sister - zaova

Son-in-law - zet

Daughter-in-law - snaja

Nephew - nećak/sestrić/bratić/sinovac

Niece - nećakinja/bratanica/sinovica

title: Serbian/Main Contents/Level 1/Lesson 8


text:
Talk:PyGame Guide/Python Crash Course

anyone there??--Fox1999 (discuss • contribs) 17:20, 19 October 2021 (UTC)

title: Talk:PyGame Guide/Python Crash Course


text:
PyGame Guide/Python Crash Course

A basic program
A simple Hello World program:

print("Hello World")

Variables
Variables in Python are dynamically typed. This means that a variable may hold either a number, string, or any object.

title: PyGame Guide/Python Crash Course


text: Template:Page template

title: Template:Page template


text: Template:Learning anatomy gastrointestinal tract


text: Category:Learning anatomy gastrointestinal anatomy


text:
User talk:Drshivanimanda

Do not copy and paste content into Wikibooks
Policies and guidelines

Do not copy and paste content into Wikibooks. Looking at your edits I can see that you were trying to help in good faith by adding explanatory content to the introduction section of a number of books. That said, plagiarism is against Wikibook policies. If there's anything I can do to help you with Wikibooks please ask.

Thanks! --Mbrickn (discuss • contribs) 22:37, 19 October 2021 (UTC)

 * yes will take care of this Drshivanimanda (discuss • contribs) 00:37, 20 October 2021 (UTC)

title: User talk:Drshivanimanda


text:
World of Dinosaurs/Taxonomy

Taxonomy is the study of categorizations. There are many ways that paleontologists have grouped and categorized animals in the past ~200 years of formal western-anglo-European-American paleontological practice.

Generally, both in this class and in today's American universities, folks say, "taxonomy" when they refer to hierarchical classifications that are built around animals' (extinct and extant) apparent physical traits and resemblances.

Today's paleontologists, particularly those that work on animals with bones, usually use cladistic analyses and phylogenetic approaches to group animals based on their shared evolutionary histories.

Consider how a person would answer the question below, using each of the three schemes presented.

"Which two things belong in the same category? Snail, Sea Urchin, Eagle."

Snail and Sea Urchin according to early Lineeaus work, and a late-century (1980s) taxonomy, and a phylogeny.

And again.

"Which two things belong in the same category? Lizard, Alligator, Eagle."

Lizard and Alligator according to early Lineeaus work, and a late-century (1980s) taxonomy, and a phylogeny.]

Growing up in the 1990s, Dr. Ritterbush was taught during science class to sort animals into groups, and to memorize the RANKS of these groups:

 * Kingdom
 * Phylum
 * Class
 * Order
 * Family
 * Genus
 * Species

We don't teach this scheme any more in college. Why? Well, the short answer is that these particular "ranks" are human constructs that look nice on paper, but don't have a strong link to real biological principals or processes. Exceptions include fossil studies that focus on Phyla, Families, and Genera, but these are a little too niche for this class. Please do chat with Ritterbush for more info.

title: World of Dinosaurs/Taxonomy


text:
User:Doctordavemorgan/Collections/How the Universe Works

A Wikitext

 * Galileo's Science/Astronomy
 * Galileo's Science/Mechanics
 * Classical Mechanics/Newtonian Physics

 * Light


text:
Talk:Public International Law/History of International Law/Founding Myths

Review: May 11, 2023
Overall, the chapter offered a novel perspective on a subject that is often covered only in its classical notion in traditional textbooks. By engaging critically with the history of international law and seeking out diverse viewpoints, you are building a more comprehensive understanding of the history of international law.

Sometimes, the chapter seems to be a little unstructured in places, because you alternate between Grotius, development after Grotius and modern/critical perspectives on Grotius. In this context, it was still a little unclear to me what Grotius is responsible for and what Grotius' time is responsible for. Also, I have the feeling that some parts of the chapter (especially in the introduction) are a bit presuppositional for students without knowledge of (the history of) international law. You will find some comments in your chapter in which I elaborate on this more specifically.

Besides that, I only have some minor comments regarding formalities: You could add some links to other chapters of the textbook (e.g., when writing about treaties, states or sovereignty). Also, requiered knowledge and a summary is still missing.

I really enjoyed reading the chapter and I am very happy that we have integrated your perspective on the history of international la into our textbook. Max Milas (discuss • contribs) 19:38, 11 May 2023 (UTC)

Review May 2023
Dear Sué, This is a great chapter. Only small comment: I wonder whether it is a bit "voraussetzungsreich" and difficult to follow for students reading a textbook. Maybe it would make the reading easier to understand if you introduce some of the basic assumptions first, really keeping in mind that there are students really learning for the first time some of the "historic facts" such as the peace of Westphalia etc. I know that this is not an easy task since we explicitly don't want to simply "add" a critical layer to the traditional discourse, but I do think a bit of clearer guidance is necessary in the otherwise very rich chapter. Best, Raffaela --Raffaela Kunz (discuss • contribs) 07:24, 16 May 2023 (UTC)

Summary First Draft
The parts on Grotius and on Westphalia that are already there are supposed to be the main parts of the chapter. I know that they are probably too long and some paragraphs will have to be shortened and/or moved into an 'advanced knowledge' box. I would appreciate some feedback on which parts you deem essential and which parts need to be cut. I want to add a paragraph on Christine de Pizan in the 'Mothers of International Law' section and am still struggling with who else to include. I got a few wonderful suggestions for female academics whose works I can cite in this section, but I would still appreciate more pointers on FLINT voices, especially from the Global South. Sué González Hauck (discuss • contribs) 07:12, 20 October 2021 (UTC)

Review October 2021
Hi Sué,

So first off, what I said with regard to an earlier draft still holds true – I think this is an excellent chapter to include in the textbook and I love how it looks so far (including the recurring themes in the subtitles and the cheeky use of ‘discovering’ ;-)).

I don’t really have any definite suggestions, just a few thoughts which may or may not be helpful – all of this is very much in the spirit of ‘just see if it resonates and otherwise discard’.

In parts, especially the long third paragraph in section I.1., I wonder whether it might be a little difficult for undergrad students to follow. Perhaps I’m also underestimating them. One silly little formal aspect that struck me is that you mention a lot of academics, politicians etc. by name in the text and that some students might not be able to place who they are or whether they are specifically important. It might help to (very briefly of course) give some background for some people and not specifically name others except in the footnotes?

Another thing I was wondering about is whether it might be helpful to clarify even more clearly at the outset what you mean by founding myths and why this subchapter deals with them (e.g. understanding their function in upholding certain normative views of international law), as well as perhaps the methodology this implies (e.g. more historiography than history).

With regard to your question as to where best to shorten, building on those two points I think my feeling would be to retain or even expand on the broad strokes (what’s the narrative provided by these particular founding myths and why is that relevant or problematic) and shorten the more detailed discussions, e.g. fewer examples of specific invocations or critiques of Grotius. For what it’s worth, it doesn’t currently read as too long to me – I don’t know what word count you’re aiming for and currently at, though.

By the way, I recently had to think of you while reading Gurminder Bhambra’s Rethinking Modernity which I think might be good resource for this chapter (e.g. at p. 148 on Westphalia and the Haitian Revolution). You probably know it already, but just in case.

And finally, on a less serious note: for the question "Are we, international lawyers, the good guys?", please, please, please make good use of the online format and link to the “are we the baddies?” meme :D

Jens Theilen (discuss • contribs) 10:22, 22 October 2021 (UTC)

 * Hi Sué,
 * I like what is being done in this section and echo Jens' feedback. I think that it reads clearly and easily and gives a great overview of the Eurocentric and colonial legacy and history of international law. My main comment would be that I think that also adding a paragraph on the way that Britain used the fear of the Royal Navy after the Napoleonic wars to assert British Imperial law as international law and how that shaped a significant amount of modern international would be worthwhile. TamsinPaige (discuss • contribs) 03:54, 8 November 2021 (UTC)

Review December 2021
—General comments— Hi Sué,

In my opinion, this section’s core ideas and structure are already well-advanced and fitted to the purpose of the textbook.

I have some remarks that are not aimed at discussing the overall text anew, since I think that substantially at this stage, content is really-well brought forward. Furthermore given applicable constraints, I will not recommend to change it to drastically at this stage.

There will indeed be maybe possibilities at a later stage to change the text, in light of other contributions for the chapter in which this section is located, as well as the rest of the textbook.

As a general criticism, I would like to stress that it might be both necessary to cut some parts of the text and to expand a bit some developments, in order to better introduce them to an audience of readers not advanced in the general aspects of the history and theory of international law. Indeed, some references might get lost for those readers, as some parts of the text intervene at times without much introduction as to the context and general meaning of the references used (see for examples, my specific comments in the next section of my review).

—General comments—

-Section A-

Perspective for the chapter is really nicely brought forward!

Perhaps more references are needed for this section, even if Anne Orford's text is surely a good reference for your purpose. Additional references could include the usual suspect, Koskiennemi (his 2019 EJIL paper), but also for instance: •	Anne-Marie Slaughter & William Burke-White, “An International Constitutional Moment”, Harvard International Law Journal, 2002, Vol. 43, No. 1, pp. 1-22. •	Renée Jeffery, Hugo Grotius in International Thought, Palgrave Macmillan, 2006, viii-216p. •	Randall Lesaffer, “The Grotian Tradition Revisited: Change and Continuity in the History of International Law”, British Yearbook of International Law, 2002, Vol. 73, No. 1, pp. 103-139. •	John T. Parry, “What is the Grotian tradition in international law”, University of Pennsylvania Journal of International Law, 2014, Vol. 25, No. 2, pp. 299-377

-Section B-

1. Perhaps a bit too descriptive on Grotius itself in the first paragraph (given space constraint if you need to save words, I will try to cut here or make it more synthetic). Against that backdrop, the question is in my view: what are the function and meaning of the details of Grotius’ live for the purpose of that section on ‘founding myths’. Surely, it makes sense to explain about his person, since this section is referring to the myth of the Grotian origin of international law. However, there are not so much space available for that, so I would suggest to instead expand and reinforce other general substantial notions of your argumentation in that section (for instance, by being a bit more didactic and so forth).

Also, this section could need more references (as for Section A).

I will in any case cite the seminal article from Lauterpacht on The Grotian Tradition (or if that’s already the case, more prominently) because he has according to some later authors, sort of actually establish or re-establish the centrality of the Grotian myth in international law, despite the fact that his article is partly critical analysis.  H Lauterpacht, "The Grotian Tradition in International Law" (1946) 23 Brit YB Int'l L 1

Also, it might worth it to expand a bit more (not too long as well) on the notion of Grotian moment, by referring to both work from Richard Falk and B.S. Chimini in that regard (Richard Falk, “The Grotian Quest” in Richard Fallk, Friedriech V. Kratochwill and Saul H. Mendolovitz (eds.), International Law: A Contemporary Perspective, Boulder (Colorado), Westview Press, 1985, xiii-702p., pp. 36-42; B.S. Chimni, “A Just World Under Law: A View from the South”, American University International Law Review, 2007, Vol. 22, No. 2, pp. 199-220, p. 201). In my view, since you want to engage with Grotius' alleged contribution to the foundation of international law in that section -- what makes naturally completely sense given its object --, it would be important to distinguish the notion of Grotian moment from the notion of Grotian tradition.

The notion of liberal internationalism is really important in my eyes, and it will need some further words and references. You could maybe refer to something about that in the article from Lauterpacht. At a later stage, it could be also pertinent to see whether other contributions in this project are not also dealing with this core notion of liberal internationalism (cross-references could be then considered/operated).

2nd para.: Very well explained, good references and important point. BUT it might be a bit hard to grasp the idea for readers without proper background in international law, or at least as to the history and theory of international law.

3rd para.: I will recommend to expand a bit your argument. But the end is very nice and important. It would be nice to maybe find a way to bring beforehand an improved explanation of the importance of the so-called Grotian moments or Grotian tradition in IL for the founding myths of this discipline.

-Section B- 2.

Important but a bit short and the importance of Francisco de Vitoria should be in my view more stressed, beyond the fact that it is systematically referred to as “the competitor of Grotius” as “father of international law”. Of course, it might be delicate given space constraints, but I still think that few additional lines on that could be useful. More generally, it might be interesting to refer to Onuma Yasuiki on the problematic of international law's founding fathers, as he deals with it in his last monograph (Onuma Yasuaki, International Law in a Transcivilizational World (CUP; 2017)).

For instance, this line is going to fast and a student or somebody new to the field might got lost with the meaning of the importance of that debate (last line of the paragraph): “The question of whether Vitoria was using ius gentium to condemn or at least reign in colonial violence or whether he was actually justifying and thereby enabling it is a hotly debated question. This question is debated so fiercely, because it is equated with the question of whether international law has been, from the beginning, humanitarian or imperialist in nature.”

3.  This is in my view as it stands, far too short. Also I am unsure about just referring to the cited author. It is surely interesting but it might more pertinent to add a larger analytical/critical point on what it means for the traditional "genealogy" of international law. More contextualization could help in this regard. In addition, I wonder whether this section's approach based on the classical rhetoric of “fathers of international law”, really deserve to structure this sub-section, even if it is clearly criticised.

Section II

Really nice to bring that fact. However, it is perhaps still too brief to counter-balance the importance given (via the framing of the structure of this section) to the fathers of international law.

One simple question can be asked, namely whether international law really needs to have so-called fathers and mothers. But you see of course.

Section III Very nicely written, but maybe there is sightly too much importance granted to the figure of Gross?. (My knowledge on that is far too limited, and you are the specialist! So maybe it is not such a relevant remark. The second paragraph is really well brought forward and important. For me, it will make sense to expand it a bit, in an analytical and didactic fashion, and in that aim, to operate some cuts in the upper part of the section.

If it is useful to you, I can send you all the references that I have mentioned in this review, and also possibly suggest more names.

Great work! Thanks for your contribution. --MilTahr (discuss • contribs) 15:33, 11 December 2021 (UTC)


text:
Talk:Public International Law/Nature and Purpose of International Law/Consent

Review: May 30, 2023
Dear Sué, This will certainly be a great chapter once fully fleshed out. I wonder whether links to core concepts (sovereign equality etc.) could be introduced a bit earlier. Best, Raffaela --Raffaela Kunz (discuss • contribs) 14:37, 30 May 2023 (UTC)

Review: May 12, 2023
The chapter is well-structured and easy to understand. It provides a detailed explanation of the concept of consent, including its origins, functions, and limitations. You have done an excellent job of breaking down this complex legal concepts into concise terms, making it easier for students to grasp it. The chapter provides good examples of positive law to illustrate the role of consent in international law. You also offer a valuable critical perspective on consent, which encourages students to think critically about this concept.

However, while you provided some footnotes, it would be helpful to include more references to other sources to support the arguments made in the chapter. Additionally, providing links to other chapters in the textbook could facilitate a more comprehensive understanding of consent and international law.

Furthermore, some of the sentences in the chapter are quite lengthy, which could make comprehension difficult for some readers. Shortening some of the longer sentences and breaking them up into smaller ones would improve the readability of the text.

You will find some comments in your chapter in which I elaborate on something more specifically.

Note also that the following parts are still missing: required knowledge, learning objectives, further readings, summary

Some footnotes are not formatted according to OSCOLA.

Max Milas (discuss • contribs) 07:03, 12 May 2023 (UTC)

Summary of Extended Outline
I would love some feedback on whether the chapter outline seems to cover the most important aspects of consent as a defining feature of international law. Given that it's part of the 'overarching questions' section, I would also appreciate input on how the authors of the chapters on sources, positivism, indigenous peoples, and feminist approaches to international law think this chapter can interact with theirs. Sué González Hauck (discuss • contribs) 08:45, 20 October 2021 (UTC)

Summary of First Draft
This second version still isn't a full draft, but it hopefully offers a bit more detail on what I intend to cover in the individual section. I would still love some feedback especially from the people working on the sources, positivism, and indigenous peoples chapters. Sué González Hauck (discuss • contribs) 10:08, 3 February 2022 (UTC)


text:
User:Prabhakar Goud Nomula

User:Prabhakar Goud Nomula

title: User:Prabhakar Goud Nomula


text: Category:Book:Handbook for Amateur-Built Aircraft in Canada


text:
Oberon/ETH Oberon/Tutorial/Columbus

Columbus User's Guide [ Text | Contents | Index | Master index ]

Objective
Learn how to obtain object and library information and also how to customize objects and manipulate the contents of public libraries with the inspection tool Columbus. Typical activities are: inspecting and modifying gadget attributes and adding new attributes. Columbus not only includes all the facilities currently provided by the Inspector and the DetailInspector, but goes well beyond that. Therefore, the latter tools will be phased out in the medium term.

Before you start reading this tutorial, you should be familiar with the Gadgets system and its components and you should have knowledge about the concept of attributes. To learn more about the gadgets refer to Using Gadgets. A very important thing to know is the use of RefGadgets. A description of the gadget and its use is at the end of the definition file RefGadgets.Def.

Before you start manipulating public libraries, you should be familiar with the concept of libraries used in the Oberon System 3.

Estimated time: 30 minutes.

Introducing Columbus
Welcome to

Columbus is a very versatile instrument that can be applied to any gadget (visual or model) for an inspection of its identity, attributes, links and properties. When applied to a specific gadget, the tool immediately adjusts its shape, so to represent an attribute form for this gadget. Note that this form is a document created by program, however. The tool can also be used to manage public libaries and their content.

In practice, Columbus presents itself in two different "variable geometry" documents (they however always fit in the system track). One of them is used to inspect and configure the state of objects and is called "Objects.Panel". The other one, called "Libraries2.Panel", is used for manipulating public libraries. Parts of the "Libraries2.Panel" are integrated in the object inspector. The "Objects.Panel" can directly be opened from the library editor.

Using the Object Inspector
First, press the Esc key, to make sure that all marks and selections are removed. The inspector panel is opened with the command Columbus.Inspect ~.

The command is used here without parameter, but later on, you will learn that the name of an object may also be specified after the command. The command tries to locate a gadget to inspect: it can be either a marked (*) or a selected visual gadget. If no gadget can be found, as is the case now, a minimal empty panel document "Objects.Panel" is opened.

It contains only just the Columbus logo and a button captioned with a magnifying glass. This button is the inspect button and is used to inspect an object. We shall refer to it as [Inspect] button.

Move the panel to the system track of your display or to the side of your desktop, depending on your mode of operation. Now, select this panel -> and click on the inspect button. What you see now is the attribute view of the panel being inspected; this is evidenced by the little red LED in the button. But several other views can be accessed using the other buttons in the row. They will be presented and described in a subsequent section. The obj1 panel's attributes are presented with their values.

Select this button -> and click on the inspect button again. As you can see a new button appeared on the right of the inspect button. This button is used to go back one step in the panel's history. Click on the button and you return to the information of the previously selected panel.

In the top right corner you can see a visual reference, which represents the currently inspected object.

The characteristics and the function of this gadget are presented now.

Visual reference gadget
A visual reference gadget stores a reference to any object of type Objects.Object. This frame can have three different representations:

 * OberonColumbus6.png - when it does not refer to an object,
 * OberonColumbus7.png - when it refers to a visual gadget,
 * OberonColumbus8.png - when it refers to a model gadget.

The practical advantage of this gadget is that a reference represents an object irrespective of its type (visual gadget or model) and of its size. It can be dragged-and-dropped or copied over to another context just as easily as the object it represents.

A visual reference can be changed either by dropping a visual gadget into its frame or by copying over a selected visual gadget. Alternatively, a reference from another reference can be dropped or copied over with the same effect. When a reference is changed by such a user interaction, it will execute a consume command if so specified. To remove (or clear) the reference use a right-left interclick inside the reference. Like most other visual gadgets, a reference may execute a command when clicked on.

We may now proceed with a few exercises in order to verify what has just been presented.

To clear the Columbus panel right-left click inside the Current Object reference. The panel returns to a minimal size. Press the [back] button to return to 'obj1'. Now, set a new reference by dropping a gadget into the reference. Middle-right click on the border of any gadget you would like to inspect. The mouse pointer changes to a flat hand. Release the mouse buttons on top of the reference. The Columbus panel now shows information about the dropped gadget. The other way to set a new object is to copy over (left-middle click) a selected gadget into the reference. Now, close the Columbus panel and click on the following command.

In conclusion, this visual reference can be used to clear the panel or to set a new object to inspect.

 * Columbus.Inspect Columbus.Playground ~

A new Columbus panel opens again (move it to the right side of your screen). The inspected object is a public object named 'Playground' obtained from the "Columbus.Lib". Now open a new text and drag-and-drop its visual reference into the document panel (middle-left click into the reference, drag the mouse over the document and release the mouse buttons). Place the inserted panel in the top left corner of the document. Select the gadget and press the inspect button.

Note that depending on the object this list of available views can differ. Again select this check box -> and inspect the object with the inspect button or drop it into the reference. There are less views you can choose from. Press the button to return to the object "Playground".

We shall now describe in detail all the possible views of an object.

Object views
The current view is always identifiable by the red LED in the button.

[Attr] - attribute view This view displays the attributes of the inspected object with their values in the Attributes section. It is the preferred view which is always presented first when a new object is inspected (but for a library the library view is presented first, of course). You can change the attribute values and apply them to the object by clicking the [Apply] button on the right side of the inspector panel.

Try this: change the attribute 'Color' to 1 and press the [Apply] button. The previously inserted panel in the document changes its color to red.

The New Attribute section is used for adding an attribute to the current object. It features two text fields: in the first one enter the new attribute's name, in the second one its value. To add the attribute click on the [Add] button. An added attribute can be removed with a click on the [Del] button. Enter the name of the attribute to delete in the Attr. Name field.

Try this: enter a name (e.g. 'New1') and a value (e.g. 'Value1') and press the [Add] button. The attribute is immediately added to the object's attribute list. Try another one, with 'Name2' and value 'Yes'.

This view is the starting point for an inspection tour of the current object with excursions to other related objects or libraries. Every step is recorded in a history stack, making it possible to regress step by step by clicking the button. However, if any other view (among those described below) is presented, clicking on the Current Object reference at the top right, will project this view again.

[Link] - link view This view shows the links of the inspected object in the Links section. You can change the object links and apply them to the object by clicking the [Apply] button on the right side of the inspector panel.

The New Link section is used for adding a link to the current object. It features a text field for specifying the new link's name, and an empty visual reference where to drop the object to link. To add the link click on the [Add] button. An added link can be removed with a click on the [Del] button. Enter the name of the link to delete in the Link Name field.

To check out, how this works, drag-and-drop the object of this reference -> into the link 'Picture' on the inspector panel (use middle-right interclick). Press the [Apply] button and see the panel in the text (nice ?!).

[Coords] - coordinates view This button is present only when a visual gadget is being inspected. This view shows the coordinates of a visual gadget. This view is not available for models (see the panel with 'Columbus.Background').

Try this: Change the 'W' to 190 and 'H' to 130 and press the [Apply] button. Feel free to play with the panel and its content, but don't forget to return here to take the rest of the tour.

[Comp] - component view This button is present only when a container gadget is being inspected. This view lists the components the container gadget with their generator procedure and visual reference. You may inspect each reference - with middle mouse click, but you can not change them. Inspect some of them, but before you continue, make sure you're back in this view (back button).

- call Watson Columbus gives you the opportunity to see additional descriptions of the inspected object. These are tutorials, definition files or module files. This button calls Watson.ShowObj with the object's generator name as parameter. Click on the button and the text 'Panels.Def' (or 'Panels.Mod' if exists) opens.

[Lib] - library view This button is present only when the object inspected is bound to a public or a private library. Obviously enough, when a library is inspected, the library view is the preferred view which is always presented first. The views lists the objects contained in the library. The generator procedure, the reference number, and in the case of a public library, the name in the index are displayed for each object, together with a visual reference (see component view above). Use the reference to inspect a particular object in the library. The name of the inspected public library is displayed in the top right corner. In the case of a private library, the text is simply "(Private)". The object which was being inspected when the library view was called is easily spotted: look for the blue text line. If there is no current object, no line is highlighted.

Try this: Columbus.Inspect Watson - ''the library view is presented immediately. Now, inspect the "ModFile" text field (Ref # 4) and then access the library view again (not by clicking the button!)''.

[Editor] - library editor This button is present only when the object inspected is bound to a public library. The library editor more or less the same as the library panel, described in the next section. With it you can remove a library from memory, store a library on disk, retrieve objects, free objects or install objects in a library.

You reached the end of this tour. Close all panels and text, you opened during this course and step to the next section about the library panel.

Using the Library Inspector
The library panel is opened with the command Desktops.OpenDoc Libraries2.Panel ~

The panel is divided into three parts. The top part contains the button [Directory], two check boxes and a list. The list shows the library names. You can choose the kind of libraries you want to see. To view the list of libraries stored on disk, select "Disk". To view the list of libraries currently loaded in memory, select "Memory". Click on the button [Directory] to see the list of your choice.

Select a library in the list with a click. The text field Library is updated: it shows the library which will become the target of the library management operations controlled by the buttons in the middle part.

 * [Unload] - Removes the library from memory.
 * [Store] - Stores the library on disk (the library remains cached in memory).
 * [Cleanup] - Collects the unused objects and stores the library on disk.

At the same time, the list of objects contained in the library is displayed. Each object can be inspected by clicking its visual reference at the right side.

Select an object in the list with a click on its Name button. The text field Object is updated: it shows the object which will become the target of the operations controlled by the buttons in the bottom part.

 * [Retrieve] - Inserts the object at the caret or opens it as a document (if it is a document gadget). The three check boxes at the right indicate if retrieval from the library should involve no, a deep or shallow copy (deep copies are default).
 * [Rename] - Renames the object with the specified name. All changes made to the object will be reflected immediately to the clients of the object. The text field on the right is used to specify the new name.
 * [Install] - Inserts the object under the specified name in the library. An object with this name is overwritten. The text field on the right is used to specify the name. The empty reference gadget is used to specify the object to install.
 * [Free] - Frees the selected object from the library.

Inspection command - Columbus.Inspect
The Columbus.Inspect command can take different forms, but in every case it opens a panel document named "Objects.Panel".

Columbus.Inspect ~ (without parameter!) attempts to locate a marked (*) or a selected (the most recently selected one) visual gadget, or also the object cited in the most recent selection. The latter case, which takes precedence over the others, is described below. If successful, the attribute view of the gadget is presented. Otherwise, a minimal panel is opened. The star-shaped (*) mark allows a finer grain selection of an object. As you may suspect, this command is hidden in the Cmd attribute of the [Inspect] button.

To see the difference, try inspecting the caption "obj1" in the two ways. If you select the panel, you have to access the components view and to click on the TextsFields.NewCaption reference to reach the same view as you would by setting a mark.

Columbus.Inspect LibName [.ObjName] | [^] ~ presents inspection information on the named public library or on the object in a public library, according to the following rules:

 * If the name in the parameter represents a library, e.g. Watson, the "Objects.Panel" panel contains the library view enumerating all the objects in the library.
 * If the qualified name in the parameter represents an object in a library, e.g. Watson.Order, the attribute view of the object is presented.
 * If the object cannot be found in the library, e.g. Watson.Disorder, an enumeration of all the objects in the library is also presented.
 * Finally, if the first name part is not that of a library (library cannot be found), e.g. What.Order or NotaLib, a minimal library view is presented (empty library).

Try out all the examples with: Columbus.Inspect ^

Link inspection command - Columbus.InspectLink
Columbus.InspectLink LinkName opens a panel document named "Objects.Panel". The object to inspect is taken from the executor gadget's link "LinkName". If the link does not exists or no object is present, a minimal 'Objects.Panel' document is opened. (This command can be used as Cmd or ConsumeCmd of a RefGadget.)

Showing the objects in a library - Columbus.ShowObjs
Columbus.ShowObjs LibName opens a text document "Columbus.ShowObjs" listing the objects exported by the named library. The name must have a ".Lib" extension. The information provided is a subet of and is more rudimentary than that obtained with Columbus.Inspect LibName.

Try this: Columbus.ShowObjs Watson.Lib and compare with what was obtained earlier.

Retrieving an object from a library - Columbus.GetObj
Columbus.GetObj LibName.ObjName retrieves an object "ObjName" from the library "LibName.Lib". If the object is a document gadget, a copy of the document is opened on the display. A gadget frame will be inserted at the caret position. A copy is made depending on the value of an object named "copy style". If this object cannot be found in the current context, the copy style is assumed to be deep. A model is set to all selected frames as "Model"-link. (No copies are made for models).

Removing an object from a library - Columbus.FreeObj
Columbus.FreeObj LibName.ObjName removes the object "ObjName" from the library "LibName.Lib". Objects contained by the freed object are not removed (see Columbus.CleanupLib).

Adding an object to a library - Columbus.AddObj
Columbus.AddObj LibName.ObjName inserts a new object named "ObjName" into the library "LibName.Lib". If an object with that name already exists in the library, is replaced by the new object. The new object is taken from a visual reference named "value" in the current context.

Renaming an object in a library - Columbus.RenameObj
Columbus.RenameObj LibName.OldName NewName replaces the name "OldName" in the index of the library "LibName.Lib" with "NewName".

Commands to manage libraries
Columbus.ShowLibs [ObjName] inserts the names of the libraries currently loaded in memory cache into the named list in the current context. If the list is not found, a text document "Columbus.ShowLibs" is opened instead. As an example, the button [Directory] in the "Libraries2.Panel" uses this command. This command is closely related to the command System.ShowLibraries, with the difference that font libraries are not listed.

Columbus.StoreLib ({LibName} | ^) stores the named libraries on disk in the current directory. The names must have a ".Lib" extension.

Columbus.UnloadLib ({LibName} | ^) removes the named libraries from memory. The names must have a ".Lib" extension.

Columbus.CleanupLib ({LibName} | ^) frees unreferenced objects from the named libraries. A cleaned-up library is stored on disk and reloaded into memory. The names must have a ".Lib" extension.

Index
C

Columbus.AddObj Columbus.FreeObj Columbus.GetObj Columbus.Inspect Columbus.InspectLink Columbus.RenameObj Columbus.ShowObjs Columbus

L

library inspector

O

object inspector

V

visual reference gadget

Revised, afi 16 Aug 1996 Installed on 30 05 1997

title: Oberon/ETH Oberon/Tutorial/Columbus


text:
Types of sentences

 * /Declarative/
 * /Interrogative/
 * /Exclamatory/
 * /Imperative/

title: Types of sentences


text: Category:Book:Types of sentences

title: Category:Book:Types of sentences


text:
Talk:Public International Law/Human Rights Law/Recurring Themes in Human Rights Doctrine

Review: 7 June 2023
Max and Mando, Thanks for this wonderful chapter! I greatly enjoyed reading it and left only a couple of small remarks.

Overall, I think it would be great to make clear that the focus of the chapter is on civil/political rights and their doctrines (even though the sharp distinction might be a bit overcome by now and I think it would be nice to write that somewhere, providing maybe even an example of a right in the CESCR containing negative dimensions such as the right to science with the academic freedom dimension and the other way around a right from the ICCPR containing a positive dimension). I personally would find it very interesting to have a bit more space for economic/social rights and doctrines that are particularly relevant there (progressive realisation, minimum core obligations, the so-called "AAAQ" obligations for states).

Regarding the structure, I was not sure about the distinction between supervision/implementation and about the adequate place for duties to respect, protect, fulfil (for me should go under "obligations" together with negative/positive obligations").

Best, Raffaela --Raffaela Kunz (discuss • contribs) 15:21, 7 June 2023 (UTC)

Review: 5 June 2023
Dear Max,

This is a wonderfully written, well-structured, comprehensive, and easy to read chapter. I have added some minor comments to the text with some suggestions on details.

Herzlich Sué

Old Review
Hello Max

The chapter framework is comprehensive and well-drafted.

I have a few suggestions on 2-3 headings. It would be great to add a sub-heading on human rights as jus cogens norms in international and domestic law. Also, under the heading (D) i.e. key concepts in human rights doctrine, the concept of "vulnerability" can also be included for discussion. Under the main heading (F) i.e. Implementing Human Rights, there can be scope for discussing ratification of human rights treaties, in addition to reservations.

In case you have incorporated the above in the existing chapter framework or have plans to do so, kindly ignore it.

best wishes Deepa Kansra (discuss • contribs) 04:55, 21 October 2021 (UTC)

Hi Max. A well written subchapter with many good examples and knowledge boxes. You also refer systematically to provisions and case-law concerning many different HR treaties. It is also nicely written for students. I gave some suggestions and comments by using the visual editor.

Cheers, Mando

--Mando Rachovitsa (discuss • contribs) 20:38, 2 December 2021 (UTC)


text:
Talk:Public International Law/Human Rights Law/Categories of Human Rights

Hello Adamantia

The topic of "Duties in Human Rights Law" is certainly very important to all the chapters on human rights. I am looking forward to the additions you will make to the chapter.

I wanted to also know if you would be discussing the classifications of human rights as "three generations of human rights" in this chapter? This looks like the most ideal chapter for a discussion on the classification.

In case you have included it and I missed it, kindly ignore it.

best wishes Deepa Kansra (discuss • contribs) 05:07, 21 October 2021 (UTC)

 * Hi Deepa! Thanks for this. I am not planning to write something else under Categories of Human Rights. The plan was to write something on the concept of duties only. It is not clear to me who will write more in this sub-chapter. I will drop an email to explore where we stand on this. Thanks, Mando Mando Rachovitsa (discuss • contribs) 05:15, 21 October 2021 (UTC)

Senior secondary School
Civic education


text:
Mechanics of Materials/Physical Units and Standards

= 2. Physical Units and Standards = Infants know when they want "more" sleep, more milk, more cleaning, and more carrying. They might not attach units to their wants -- hours for sleep, milliliters for milk, diapers per day for cleaning, calories/joules burned by those carrying them -- but they have inherent methods of communicating their needs. As we grow, we become aware of our height (feet, meters) and weight/mass (pounds, kilograms). Indeed, we begin to quantify what we see in our surroundings, form comparisons and attach units to these comparisons. Adults will think about the size of their homes (square feet), their salaries (dollars/year), and time spent in school (years). While comparison may be the thief of joy, we can acknowledge that physical units and standards are necessary when considering the currency of compensation.

We involuntarily think and make comparisons when we make purchases or get paid with money, when we specify how much food we will consume and measure quantities when we cook, when we travel/commute over distances, and when we subject ourselves to professional or personal scrutiny regarding our own health. Some of the same metrics/physical units that we use in our everyday life are relevant to mechanical structures and material properties. In fact, when we think of ourselves as mechanical machines, we become aware that our brains are somehow balancing and automatically keeping track of units, loads, mechanics, and materials without a pencil or calculator.

2.1 When Units Get Mixed Up
In the classic science fiction movie Back to the Future, the DeLorean requires 1.21 Jigowatts of power for its flux capacitor to enable time travel. While the pronunciation of "Jigowatt" might be appropriate, the correct spelling would be "gigawatt." The prefix "giga" representing 1 billion or 109. In mechanical engineering, we often use giga when discussing elastic moduli (e.g., the elastic modulus of aluminum is approximately 70 gigapascals (GPa)). We will often use the prefix "mega" representing 1 million or 106 when discussing the strength of materials (e.g., the strength of different metal alloys on the order of 100s of MPa). We can avoid mix-ups by keeping in mind that elastic moduli are often in terms of GPa, while units of strength and stress are often MPa. A costly mix-up with units occurred in 1998 with the Mars Climate Orbiter. This orbiter was to monitor dust and water vapor, take daily pictures, and help plot an evolutionary map of climate change. Unfortunately, the orbiter did not make it into orbit, as there was a "metric mix-up." The ground software by Lockheed Martin sent calculated trajectories in imperial/US customary units (pound-seconds), but NASA was expecting the results in metric units (Newton-seconds). The thrusters provided an inappropriate amount of force, and the orbiter was lost in the Martian atmosphere. While these types of robotic missions are low cost, the cost for the spacecraft development and launch exceeded $250 million.

There is a reason why many textbooks in physics and engineering dedicate a section to units and physical standards. Units add meaning and help us conceptualize the quantity, size, and magnitude of the quantities of interest. While it is doubtful that one would lose credit for not including units in their scratchwork, keeping track of units prevents embarrassing and costly mistakes. As a courtesy to others, using an appropriate prefix also helps convey understanding of the appropriate measurements, just like the use of an appropriate number of significant figures.

2.2 Units as a Tool for Solving Problems
We have already emphasized how units help avoid costly mistakes when solving engineering problems. Keeping track of units or manipulating units can also help us solve problems.

Example Problem to Demonstrate How Units Might Help Us Solve a Problem
At this point, we have not discussed the concept of axial stress, but we might keep track of units to solve a problem involving the calculation of stress. For example, Jumbo the Elephant asks you to calculate the axial stress in MPa for a bar with an axial load of 10 kN axial load to a bar with a cross-section of 1 cm x 5 cm. Go ahead and attempt to solve this question before clicking on the "Answer" below.

Another Example Problem to Demonstrate How Units Might Help Us Solve a Problem
This question explores how to use units to solve a question relating mechanical, rotational power to electrical power.

2.3 Sources of Physical Units
There are many sources of physical units, which describe material properties or methods for converting between units. Textbooks and websites will often share common material properties. A commercial website such as MatWeb will have both overviews for classes of materials (e.g., an overview of silicone materials) and data for specific grades of materials. The Wikipedia page on Young's modulus also lists approximate values for common materials. Table 2.1 shows some sources for material properties. A mechanical engineer should memorize the following: the elastic/Young's modulus of aluminum (70 GPa), the elastic modulus of steel (~3 X that of aluminum), the density of aluminum (2,700 kg/m3), the density of steel (7,900 kg/m3), and the dimensionless Poisson's ratio of many metal alloys (~0.3). For conversion between units, we can use multiplication and fractions as previously demonstrated. Other online tools that keep track of units automatically when making calculations include Wolfram Alpha, Google Search, and DuckDuckGo. Common conversions in mechanical engineering include those in Table 2.2

2.4 Learning Problems

 * 2.4 Learning Problems on Physical Units and Standards


text:
Talk:Public International Law/Nature and Purpose of International Law/International Law and Violence

Review, 20 May 2023
Dear Marnie,

Thank you for this lovely contribution, which I think is going to be one of the many things that make this book stand out among other textbooks. I agree with Raffaela that you can make it more concise and avoid repetitions. Regarding the key assumptions and required knowledge: I have made some suggestions in the text on how you could present your argument without presupposing too much technical knowledge (e.g., you briefly introduce the prohibition of the use of force and the main characteristics of IHL and the rest of your argument can be understood with this brief introduction if you avoid using technical terms like ius ad bellum/ius in bello). In general, I think it is one of the main good qualities of our book that we start with critical reflections so that the students already have this critical lens when they get to the more technical parts, so I would really like to keep this chapter at the beginning. This is an ongoing discussion among us editors, and right now we are leaning towards making this structure transparent in the overall introduction to the book, so that students know what to expect and don't get too frustrated when they don't understand all the details at the beginning. Regarding the 'required knowledge' section, I think the 'Critique of Human Rights' chapter solves this quite elegantly. Maybe we could adopt the same approach here.

If you are still looking for more women and voices from the Global South to include in your references, here are some suggestions: Martineau, Anne-Charlotte, Concerning Violence: A Post-Colonial Reading of the Debate on the Use of Force, 29 Leiden J. Int’l L. 95 (Spring 2016). Rajagopal, B., International Law and the Development Encounter: Violence and Resistance at the Margins, 93 Proceedings of the Annual Meeting (American Society of International Law) 16 (March 24-27, 1999). Rao, A., Problems of Violence, States of terror: Torture, in Colonial India in Discipline and the Other Body: Correction, Corporeality, Colonialism (Steven Pierce & Anupama Rao eds., Duke University Press 2006). Menon, Parvathi, ‘The Politics of Justifying Force’ in the Journal of the History of International Law: https://brill.com/view/journals/jhil/19/4/article-p525_525.xml Also: https://voelkerrechtsblog.org/were-not-talkin-bout-a-revolution-anti-colonial-struggles-and-their-unjustifications/ Claire Vergerio has also written extensively on the topic: https://www.universiteitleiden.nl/en/staffmembers/claire-vergerio/publications

Thank you again! I can't wait to read this chapter in its final version. Let me know if I can assist you in any way during these last stretches. Warmly, Sué González Hauck (discuss • contribs) 15:56, 20 May 2023 (UTC)

 * Thank you dear Sue and Raffaela for your further feedback, and apologies again that only the first part of the piece is properly drafted. I am re-jigging the entire contribution to make it more appropriate for guiding undergrad students through the materials. Will endeavour to make the end of May deadline for the completed first draft for your further review. Your comments are extremely helpful. All the best, Marnie MarnieLloydd (discuss • contribs) 21:21, 25 May 2023 (UTC)

Review 16 May 2023
Hi Marnie,

This is a great chapter with a lot of potential, however, I think there is still quite some work to be done (see my comments in the text for more detail). This relates to mainly three points: 1) there is quite some repetition in the different sub-sections; 2) references to the other parts of the book wehre key concepts are discussed; 3) and finally: I think it might be necessary to better introduce some key assumptions. For undergrad students, this chapter might be not so easy to follow; I suspect that you assume prior knowledge of key concepts that you use in the chapter. It might be necessary to better explain which uses of force really fall within the ambit of IL/explain the difference between ius ad bello/use in bello; which forms of violence are mainly forbidden by human rights law; also reference to international criminal law.

Best, Raffaela --Raffaela Kunz (discuss • contribs) 08:22, 16 May 2023 (UTC)

Hello Alex and Monica, The Editors suggested to me to include my 'overarching question' contribution on violence and PIL as a sub-heading under the section Nature and Purpose of IL. I have for now just plonked my notes there as one of the sub-headings in your chapter for now - you should feel absolutely free to shift it to where it best fits in accordance with your planning and structure for this chapter. I look forward to discussing everything with you in due course! Thanks and kindest regards, Marnie Melldd (discuss • contribs) 18:45, 28 August 2021 (UTC)

Review 03.09.2021
Hi Marnie,

I'm really enthusiastic both about the 'overarching question' mode in general and this section in particular, and can't wait to see where you take it! I think your notes look great and just wanted to pop in to give some input on two points you already mentioned yourself:

- Regarding the male bias in citation: The overlap with feminist work on armed conflict and pacifism might be something to draw on, both for its substantive merits and because it will involve citing more women? Gina Heathcote immediately comes to mind as crucial on these topics but of course there are many other scholars working in that area.

- Regarding the scope of the section and the notion of 'violence': I think it would be really interesting to dwell on the thoughts you mention in the final bullet point and sit with a broader notion of (not necessarily armed) violence - the everyday violence of capitalist exploitation and epistemic violence are two instances that came to mind for me. Not crucial to include those specifically of course, but just to encourage you to retain the point in general.

Looking forward to reading future drafts!

--Jens Theilen (discuss • contribs) 12:18, 3 September 2021 (UTC)

 * Dear Marnie, dear Jens,
 * I completely agree with Jens, I am thrilled to read more about this section and your thoughts on the topic!
 * - Re: women, maybe it is also interesting to look into Bertha von Suttner and the origins of LOAC. Everybody is always focussed on Dunant, but Bertha was also part of a peace movement and was quite successful!
 * - Re: violence/force in order to achieve "peace": you will probably include just war-theory etc here as well? when reading your abstract I also thought about retorsion/reprisals in LOAC and beyond. Might be an interesting aspect to raise here as well.
 * Excited to read more!
 * Best
 * Anne ADienelt (discuss • contribs) 08:50, 6 September 2021 (UTC)

Review: May 11, 2023
Your chapter is a great example of how language can be both clear and precise while still being enjoyable to read. It was a pleasure to dive into the subject matter. Additionally, the introductory paragraph was very well written, giving me a clear idea of what to expect in the rest of the chapter. I have made minor linguistic corrections in the text.

One area that could have used some improvement was the chapter's structure. You tended to switch back and forth between describing the problem (the prohibition on the use of force versus the permission to use force) and discussing how to cope with it. The two sections could have been more clearly separated to avoid confusion for the reader. Additionally, there were a few places where you repeated something, which could have been tightened up to make the text more concise.

A minor issue with the chapter was that it was located in the introductory section of the book but still assumed a lot of prior knowledge on some of the specific areas of international law, such as the use of force and international humanitarian law. This will make it challenging for students to fully grasp some of the ideas being discussed.

Some parts are still missing in your contribution:

- It would be great if you could finish the chapter by the end of June at the latest. The sooner you finish, the more we can review your chapter and the more time you have to use our comments to improve the chapter.

- Note also that the following parts are still missing: summary

- You could add some links to other chapters of the textbook

Max Milas (discuss • contribs) 20:39, 11 May 2023 (UTC)

 * Thanks very much Max - yes, I will take all that on board.
 * Regarding your comment about this section being in the introductory section of the book, I was wondering as well whether perhaps these 'overarching questions' might work better at the end of the book? Meanwhile, I will try to simplify the content but some prior knowledge seems necessary to be able to say anything - I think some careful linking to other chapters of the textbook can help as well.
 * All the best for now, Marnie MarnieLloydd (discuss • contribs) 02:45, 16 May 2023 (UTC)


text:
World of Dinosaurs/Horns vs Antlers

Horns are bone coated in a protein. They stay on the animal's skull and continue to grow throughout the animal's life.

Examples include:

 * Bison
 * Cows
 * Giraffe
 * Utahceratops
 * Pachycephalosaurus

Antlers are bones, and they can come off the animal's skull in many cases. In many cases they regrow yearly.

Examples include:

 * Moose
 * Deer
 * Elk

title: World of Dinosaurs/Horns vs Antlers


text:
World of Dinosaurs/Feedback Loops

A feedback loop occurs when two things change together repeatedly.

Examples:

 * I eat one donut on Monday. On Tuesday I crave sugar, so I eat TWO donuts. On Wednesday I really crave sugar, so I eat THREE donuts. Etc.
 * Carbon in the atmosphere warms climate. Permafrost thaws at the poles, releasing more hydrocarbons into the atmosphere. The climate warms, etc.
 * I do origami for fun and give the models to people. People give me origami paper. I make more models and give them to more people, etc.

Pop Culture Note

 * In casual conversation, people often use the phrase, "vicious cycle" to describe a feedback loop.
 * From what I can tell, this was popularized by quoting a scene from a movie released in 1999 which... did not age well.
 * Ironically, the movie scene describes a POSITIVE FEEDBACK LOOP, but it concerns an unhappy topic, so the phenomenon is characterized as a "vicious cycle".
 * This leads to odd conversations 20 years later, e.g., "It's like a vicious cycle! But, like, not bad, you know?"
 * Using the term feedback loop is much easier and more practical.

Cause and effect are typically difficult to discern in deep time research (fossils, ancient life, etc.). Realistically, most natural events that we characterize as having a simple cause and effect involve much more complex feedback loops.

This class will focus on the Mesozoic-Cenozoic transition to appreciate a major positive feedback loop in Earth history.

Dynamic Equilibrium
This describes systems that tend to settle into a balance.

Casual example:

 * 1:00 PM: Few shoppers are trying to check out at Smiths, so the manager tells some staffers to go on break.
 * 1:10 PM: More shoppers line up, and now there are two long lines.
 * 1:20 PM: As staffers come off of break, the manager sends them to registers.
 * 1:30 PM: The two long lines of shoppers are spread out across five check-out stations.
 * 1:40 PM: Two of the staffers have no one in their line, so the manager asks one to get carts and another to take lunch.
 * 1:50 PM: It's pretty easy to check out at Smiths. Thanks, dynamic equilibrium!

Dynamic means shifting around and responding to stuff.

Equilibrium means balance.

A system with dynamic equilibrium will get out of balance one way, then another, and kind of settle on a balance

Some systems are always shifting back and forth - the supermarket is quiet, then busy, etc. But on the whole, the system does not get so out of balance in any one direction that it breaks apart.

Many dynamic equilibrium systems have a feature like a buffer to mitigate the responses between the different factors. In the example above, the manager is able to buffer the interaction of shoppers and staffers.

Science example.

Giant kelp is a tall algae that grows into large patches, called forests, along the pacific coast of North America.

Kelp forests are home to spiny purple sea urchins, sea bass fish, and carnivorous mammal sea otters.

 * Urchins eat the kelp. Otters eat the urchins.
 * If the kelp forest grows too small, the urchins are easy to spot and get eaten by otters.
 * If the kelp forest grows large, more urchins can hide there, and they eat the kelp.
 * The size of any kelp forest is always changing, but if you fly over the coast there would be about the same total amount of kelp growing along the coast.

This interaction between kelp and urchins is mitigated by otters.

Positive Feedback Loop
This describes a system where at least two features reinforce each other, growing and growing. This system will not automatically find a balance.

The actual system does not need to involve things that have positive emotional connotations - this is not about how the system FEELS.

Science Example:

 * Humans hunt sea otters (they make great hats!!).
 * Sea urchins grow unchecked, and gnaw through the narrow anchor points of giant kelps.
 * The giant kelps float away, leaving behind an "urchin barren": rocks teaming with spiky purple urchins, and no kelp forest.
 * Urchins graze on short algae that easily grow on the rocks in sunlit water.
 * Urchins continue to go berserk, and obliterate kelp forests up and down the coast.

This is a postive feedback loop. It might sound sad (poor kelp!) or happy (yummy urchins!), but it is OUT of EQUILIBRIUM because more urchins leads to less kelp leads to more urchins leads to less kelp.

Social Example:

 * Sub-prime mortgage lending.
 * Sub-prime mortgages are given to individuals with lower than average credit score.
 * Due to the lower credit score, lending agencies charge a higher interest.
 * The higher interest rate makes it harder to pay of the loan.
 * If payments aren't made the individual's credit score drops.
 * As the credit score drops companies refuse to grant regular loans.
 * The individual is forced to use sub-prime loans.

Negative Feedback Loop
This describes a system where at least two features reduce each other, shrinking and shrinking in their impact on the system. This system will not automatically find a balance.

The actual system does not need to involve things that have negative emotional connotations - this is not about how the system FEELS.

Science Example:

 * I am cold.
 * I shiver.
 * I am less cold.
 * I shiver a little less.
 * I am fine. Thanks, negative feedback loop!

title: World of Dinosaurs/Feedback Loops


text:
World of Dinosaurs/Dinosaurs Through Time

Here we show a rough schematic of the TIMETREE of dinosaurs as they proliferated throughout the Mesozoic.

Fossils from Triassic rocks show few dinosaurs, and these animals are relatively small and basal in their anatomy. Dinosaur fossils are much more common, and show greater animal diversity, in Jurassic rocks. Finally, the most famous and culturally iconic dinosaurs (Tyrannosaurus, Triceratops, etc.) are known from fossils in Cretaceous rocks.