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Development of pupils in interdisciplinary contexts
Development of a person in the global purpose of modern education. Developing resource for education, taken from non-psychological theories. Interdisciplinary context of pupils development as a system, ambiguous, heterogeneous and an integral phenomenon.
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Development of pupils in interdisciplinary contexts
Abakumova I.V., Telnova O.V., Fomenko V.T.
It is generally recognized by teachers and psychologists that the global purpose of modern education is development of a person. In psychology development is defined as new mental formations. In this connection an activity is considered as a source for development, and leading kinds of activity are distinguished in its structure. The authors of the present article show that a considerable developing resource for education can be taken from non-psychological theories. Semiotics, synergy, content-genetic logic, the theory of structures, axiology, existential theories, philosophy are among them. In each of the named spheres of knowledge development is defined taking into account its specificity and it differs. In these interdisciplinary contexts in comparison with psychological one development appears more system and enriched, as an ambiguous, heterogeneous, and, at the same time, an integral phenomenon.
Keywords: personal development, interdisciplinary contexts, psychology, semiotics, content-genetic logic, the theory of structures, axiology, existential theories, philosophy.
The psychological concept of development is defined as a transition of a person to a new quality. This concept is a starting position for the modern didactics as the theory of educational knowledge. The global purpose of education, in particular, is more and more interpreted as a development - first of all, a development of a person [2]. It is such a «detail» which noticeably affects the main component of the educational process - its content. The latter is not so much qualified as «a subject» which is to be assimilated, but as «a subject» which «feeds» the development of pupils if it is really defined as its main strategic prospect. The content is like the soil feeding development, growth of plants. We consider the given analogy to be appropriate from the point of view that it infers questions of components forming the soil, of components of the content of education which «work» for development of pupils. In the same way development as a purposeful attitude of the educational process affects training technologies «serving», as is known, the content. If the content is a substance feeding development, educational technologies are mechanisms switching on, starting development. Really, we can quote the well-known words of a classical author, the purpose as a way determines by itself a character of activity. If we use the terminology of the same classical author, the basis (the content) and the superstructure (technologies) are subject to influence.
Nevertheless, why is development a purpose, a strategy, and a prospect of education? It is so, because development is a condition of human life. When he/she feels that he/she has stopped in one's development, the given circumstance, undoubtedly, reduces quality of one's life, and, first of all, deforms its psychological component [4]. By analogy with it, when a teacher poorly understanding people says to parents that their child is behind the development, this statement of the teacher often has a tragic influence on them. If they do not realise it up to the end, but, at least, they feel the difficulty of the situation for themselves and for their child.
On the grounds of the fact that the idea of development of a person is connected with the problem of life, it is appropriate to recollect the understanding of the beautiful by great philosopher gegel and, in dialogue with him, by outstanding Russian thinkers. gegel considered that «everything is beautiful in its own way». hence, for example, the brighter a spider is and the more exact symmetry it has, the more beautiful it is, whereas in this case it becomes more awful. The frog in a similar situation gets more and more definite features of the ugly. Our domestic philosophers convincingly respond to gegel's maxim of «everything is beautiful in its own way»: no, it is not; only those things which promote life are its sources, are beautiful, the very life is beautiful. While a spider, a frog is called for life destruction, a dawn, a meadow, flowers are its unconditional carriers. Thus, the development taken as a strategic line of educational process and defined as a condition of life is a sphere of the beautiful, an area of perfection, harmony.
We have approached the development of pupils in structure of educational process from the direction of the general idea of development, its importance. It is also possible to approach it from the direction of education itself, «having forgotten» for a while about development as meta-knowledge, epistemic (problem, essential) knowledge.
Development of pupils is already felt in the very definition of education, in that of its variants which sounds as a process providing entering of a person into "Self-image", "Ego-image", and into the process of finding of oneself. At once the question is raised: Who am `I' in the triad "person - person - I"? In the context of our concept among its numerous characteristics one is emphasized: `I' am what I want to be seen by "others" (i.e. "I" is a social phenomenon). From this point of view the definition of education just stated can be developed: education is a process providing entering of a person into "Self-image", "Ego-image" by means of socializing of the person, and also (we state it without explaining) interiorization, identifying, and adapting. Socialization, interiorization, etc., which took place of the purposes of education in classical didactics, is shifted towards its means, methods, techniques in our approach. It is a symptomatic fact: here education is aimed directly at a person-pupil, the "Self".
It is nessesary to give even more "extended" definition of education sounding not only as a process of entering of a person into "Self-image", "Ego-image". It is referred to going out of the limits of the own actual "Self" of a person within the limits of the basic potential "Self". It is clear that entering of pupils into the "Self-image", "Ego-image", as well as going out of the limits is nothing but development stated above as as a condition of a life.
Development of pupils is a psychological category. In terms of psychology it means new mental formations. If a pupil had concrete-creative thinking and now he/she has clearly evident abstract thinking, we have a right to state an act of his/her intellectual development. Within the limits of aforesaid the well-known idea of a long-range transfer of knowledge and ways of activity is the highest indicator of the abstractive ability of a person, and the known idea of the orientation basis of actions of a high level of generalisations is already an indicator of general intellectual development of pupils. Among new mental formations there are ascending levels of perception, memory, attention, reflexion, intuition, emotions.
Psychology considers activity as a primary source of development: its subject, thinking activity, activity of consciousness, emotional experience activity. Psychologists emphasize active, internal, subject character of activity. Sigmund Freud wrote that development is an activity directed against the external reality [4]. It is possible to say that transforming the reality a person transforms himself/herself. In the aspect of development leading activities are distinguished and analysed: game during the preschool period, education during the school period, educational-professional activity during the university period, professional activity during the post-graduate period. There is a search for periods in a stage-by-stage human life, including an old age, for social and creative activity as its leading kinds.
Psychologists also underline the dominant importance of zones of development in development of a person. In order to realize an act of development of pupils, a teacher and pupils in their joint activity have to enter into the zone of proximal development of pupils. This zone means a collision of known and unknown in the intellectual sphere of children; a mismatch between the information which they have and the information which they get from the teacher; a contradiction between a figurative content set by the teacher and the necessity of its transformation by pupils into a discursive, conceptual, theoretical content, and conversely. The zone of proximal development is represented in such logic constructs as «unstable balance», «uncertainty and its removal», «friction of thoughts in a dialogue», «problem situation», «overcoming of strength of a material», «stress zone». The zone of proximal development opposes the zone of actual development characterised by coincidence of the level of preparedness of pupils and actions of the teacher and by absence of all those characteristics of the zone of proximal development which are specified above. The zone of actual development can precede the zone of proximal development, be its specific precondition. On the other hand, in the course of expansion of educational process the zone of proximal development runs low and is inclined to turn into the zone of actual development. This zone requires continuous support until pupils turn into the zone of self-development on coming out of educational process.
As is well known, L.S. Vygotsky was one of the originators of the zone of proximal development as a scientific category. The interpretation of his approach by American scientists craig g. and Bokum D. is be of interest [4]. They define the zone of proximal development as «a distance between what a child can do independently and what ite/ she can do with the help of others». «Others» in our context are teachers, educational specialists.
We have characterised development as a psychological phenomenon in the most general terms. It is desirable to go beyond psychology and to look at it from nonpsychological point of view, having included interparadigmatic mechanisms of understanding of a developmental component of education in the context of the principle of complementarity. It is possible to see a reference to nonpsychological knowledge for interpretation of foundations of development even in the previous text, in the context of the principle of complementarity. Now we give a special consideration to this problem.
So, in the context of semiotics - the theory of signs - development means transition of a person from one sign system to another [1]. If a pupil knew the arithmetic system of signs and now knows the algebraic one, i.e. the pupil has comprehended the different way of knowledge which opens to them new horizons of reality, we have a right to state an act of his/her development. The algebraic system in its turn can be transformed by the pupil into the geometrical one and, consequently, is turned into texts of another kind. It can indicate a progressing development of the pupil. Moreover, if the pupil can do a reverse transformation - geometrical structures into algebraic ones, as they say, there is direct evidence of development here. We do not speak any more about the facts of transformation by pupils of a literary text of any volume literary work into the mathematical system of coordinates. The volume of five hundred pages turns to be got into one page, with its quite difficult sinusoids.
It is possible to notice a certain coincidence of development in terms of psychology and semiotics, for example, a transition of a pupil from concrete-creative thinking to abstract-logical one and his/her transition from the arithmetic system of signs to the algebraic system. Such structural parallelisms between psychological and semeiotic approaches to the phenomenon of development are frequent. however, in such cases and especially in situations of discrepancy, development of pupils has different, dissimilar foundations. Semiotics transformations can cause new mental formations of pupils, having become an organic structure of their mentality. But they can be realized only in the sphere of content of consciousness of a person, deepening and extending cognitive and semantic spheres of pupils, making them dynamic, and enriching the inner, subjective life of pupils.
New cognitive schemes of thinking, semantic matrixes of consciousness, ways of orientation within texts of culture and situations of objective reality can be the product of the specified semeiotic activity of pupils. But there can be nothing of these if educational process is directed only at the zone of actual development of pupils presented by the level of their ability of transition of one sign system to another which they have already known. There will be a «decrease», «ossifying» of the specified ability. Its transformation into a skill is an indicator of the necessity of transition of the educational process from the zone of actual development of pupils into the zone of their proximal development with its higher level of intellectual difficulties. having placed into the specified zone from the outside, the content becomes subjective, internalised, and transformed into the content of consciousness of pupils, transferred into its new quality.
Let us express disputable thought that the zone of proximal development of pupils, presented in our case by their transition of a teaching material from one sign system into another, is to a certain extent the zone of proximal development in relation to the teacher too. Variants of transitions under consideration are plural. And the choice of their optimal variants can turn to be uneasy even for the teacher. The problem which pupils solve is almost always a «minor» problem of the teacher and plays a developing role in relation to him/her.
Development in the context of synergetics [1] - the theory of chaos and systems self-forming from it - represents a transition of pupils from unordered set of elements of the content learnt by them, from chaos of their impressions, unclear cognitive images, sense-images to a system, a structure, an order. The book by I.R. Prigozhin, one of the founders of synergetrics, is called: «Order from chaos». The opinion of charles R. Darwin about himself in his «Autobiography» can be an illustration for such understanding of development. having said that he was likely to be of average abilities from birth, Darwin noticed that when a person since the childhood or the early youth aimed at something, impressions penetrated into the consciousness began to group around the given aim, time passed and it was possible to see regularity. The author said that he had no choice but to see this regularity and to describe it (the fragment of «Autobiography» is reproduced from memory). If we agree to it, the person of «average» abilities made a discovery which is equal to the highest level of general and intellectual development. The synergetic essence of development - from chaos to order - is seen here clearly enough. Any point of space, including, of course, individual space of habitation and life activity of a person, can become a development point. When there is a mutual gravitation (synergy) between two and more such points, development is accelerates and gets deeper repeatedly.
A huge number of events of educational process can be used exactly as synergetic facts providing development of pupils. The need of children for impressions during preschool years, for example, leads to accumulation in their consciousness of a considerable amount of the disordered and diversified information. In conditions of the organised educational process it gets a structural definiteness. By analogy with it - from chaos to order - the cognitive process of children can be built in school years. The precondition of development of logic structures of consciousness of pupils, the forerunner of forming cognitive schemes of thinking are «smeared» images of studied phenomena, information and sense saturated substance feeding development. Underestimation of the given part of educational process will not only complicate forming logos of pupils, but also will deprive it of abstraction, similarly to one of the cases, stated above.
Now it is suitable to go beyond the educational process, nevertheless remaining within the field of education to illustrate another significant thesis of synergetrics which directly or indirectly connected to development of pupils. The given thesis says that anything in a chaotic, disordered, «turbulent» state cannot exist arbitrarily long in time. It will become organised in something under the synergetrics laws. Keeping the given context in mind, we will take into consideration that the environment, which a pupil is usually immersed into, can be organised (family, school) and unorganized (street, court). Strength of the organised environment is in that fact that it takes effect directively, unorganized, that there is a lot of it and it operates spontaneously. The risk concealing in the unorganized environment consists in that fact that it obligatory becomes organised in something. And if we do not take it over the pedagogical control, it could be that it will become organised in a criminal structure, and development of a child will have a dangerous for him/her and for the society direction. The urgency of the known problem of making the environment more educational (pedagogical) - to «force» it to operate in the same direction as education and upbringing (youth centres, creative clubs, playgrounds) - follows from what has been said above.
Thus, synergetrics like semiotics exceeds the bounds of development as new mental formations in a person, but its interaction with psychology in the course of understanding of content and structures of development requires a special research.
Development in the context of content-genetic logic (g.P. Schedrovitsky) - the theory of movement of thinking in process of ontogenesis of a person from its initial state to the highest, categorial levels - means the specified movement consisting, if we define concretely, in an «embryonic coming-to-be of the truth» (M.N. Skatkin who has carried out an extrapolation of the cited words of A. herzen to didactics). In contrast to the formal logic dealing with thinking in its operational expansion and studying its unit (concepts estranged from the real life of a person), the content-genetic logic is logic of a reflexing thinking. here strain of material, social, inner world by means of special logical procedures takes a form of strain of thought and experiences. Development can be defined as a movement to the deep sense of the problem.
Among special procedures taken by the teacher in educational process for transformation of the specified strains into the inner activity of pupils are:
? orienting pupils toward «a bifurcation of a single whole» (light has properties of a particle and a wave simultaneously); concentrating their attention on contrasts and absence of indications of their unity. The dialectic contradiction of reality turns into a formal-logical contradiction, into a state of a distorted balance. In attempts to leave it the peripheral zones of consciousness of a person are shaded and the content in the form of the unknown moves to the centre of clear consciousness; everything concentrates around this unknown. Under conditions of a situation of a similar divergent type expressing a diverse orientation of the process, we face a case of a fixed point of consciousness;
? stating by the teacher several points of view concerning one and the same question in such a manner that all of them are represented as correct and true, whereas correct and true point of view is actually only one. In such a situation the thought of pupils «jumps» from one extreme to another. The dual process of activity of the teacher and pupils takes a form of «a restless state of spirit», «feeling of closeness of truth», enters, speaking now in terms of psychology, into the zone of proximal development. In the framework of traditional approaches the understanding is a core of education. From the positions of modern non-traditional approaches misunderstanding is a core of education, misunderstanding as a moment of movement to understanding.
We have specified the source found out in content-genetic logic which stimulates pupils to a vigorous activity and initiates development. however, content-genetic logic attributes it a further expansion towards integration of units of the content of consciousness as reference points of development of pupils, in particular, their ability to see something common among processes and phenomena having outwardly different characteristic features. It is a question of simultaneous thinking - an ability of pupils to find out that common thing, which, for example, is inherent in a sea wave, a wave of fire going across the field, a flu wave; in a root of words in linguistics, a root of plants in biology, a root in mathematics; in a full stop (a point) in linguistics, a point in geography, a point in mathematics. content-genetic logic focuses on education which forms at pupils this sort of essential, epistemological knowledge, meta-knowledge, saying differently, develops at them a simultaneous ability.
Development in the context of the theory of structures [8], according to which the structure is the main thing in any subject, phenomenon, process, with reference to pupils can be defined as a fluoroscopic ability of thinking - their vision of «granularity» of the learning content, of such its «particles» which possess properties of the whole, of «cells» which are able to develop in more difficult structural formations and to achieve the level of the whole itself.
The intelligence as an indicator of development displays especially distinctly in situations of isomorphic, structural conformities between various fragments of the content of the educational process. The thinking achieving isomorphism of facts, events, concepts, opinions is worthy of being the most highly estimated. It is one of the mechanisms of simultaneous thinking which is said above, appears as a way of closing of synergetic links, as a means of integration of the educational content into larger blocks.
In his time I.Ya. Lerner [6], the well-known didactics-scientist, revealed a structural parallelism between the components of the general culture and the components of the content of education. having arrived at a conclusion that knowledge, ways of activity, experience of creative discernments, motivation are culture components, the researcher discovered the same components in the content of the educational process provided by teachers-innovators. The theory of the content of education developed by the author proved to be convincing as, on the one hand, it was directed to innovative practice and, on the other hand, it was directed to the culture as a general methodology; the methodology and the practice proved to be structurally correlated.
I.Ya. Lerner showed a rational ability of structurization of events and facts comprehended by thinking, as well as logos coming from similarity of structures of the investigated material. Didactics-scientists outrun him. They develop a complex, multidimensional structure of education. It includes some didactic models which are structurally adequate to the components of culture distinguished by I.Ya. Lerner:
? a knowledge model, in which the unit of the content of education is knowledge, which is isomorphic to knowledge as a culture component;
? an activity model, in which the unit of the content of education is a way of activity which is isomorphic to a way of activity as another component of culture;
? a problem-creative model, in which the unit of the content of education is a problem, which is isomorphic to the experience of creative activity of a person as a component of culture;
? a sense-personal model, in which the unit of the content of education is a personal sense (personal meaning), which is isomorphic to the motivational component of culture.
The whole structure of education appears to be isomorphic to the structure of culture. In its turn, the level structure of intellectual development of pupils is isomorphic to the complex structure of education, to its complex model as it can be indicated.
Isomorphisms can be found in the most various, occasionally unexpected parts of education. Structurally-defined process, for example, corresponds with a controllable activity of pupils; structurally-undefined process corresponds to a self-controllable one. In isomorphic correlation there are rather significant and increasing their significance due to isomorphism didactic regularities. The transition of structural definiteness of educational process into structural undefiniteness corresponds with the transition of a controllable activity of pupils into to a self-controllable one. There are a lot of similar isomorphisms which demonstrate non-unsuccessfulness of pedagogical searches.
As to pupils, the theory and the practice of education have accumulated a number of creative tasks which come from relations of isomorphism existing in teaching materials. The tasks are:
? to transform a figurative material into theoretical one if between them there is a structural identity which allows pupils to do the specified transformation;
? to unite several structurally coincident rules in one, which is more data-intensive; these tasks are aimed at development of thinking using larger concepts and statements;
? to close the process of education «onto oneself», for example, to connect by means of proper tasks the completion stage of a lesson to its initial one, if the initial stage (let it be an event material) and the completion stage (for example, an analytical material) are in structural conformity;
? to «untwine» the content into its complete structure in the «centre» of the lesson, there again under the conditions of isomorphism of the «centre» and the «periphery». In the «centre» of the lesson, in particular, it is possible to put a picture, a visual pattern and to construct the whole lesson round the given pattern, directing the activity of pupils into the depth of the picture by means of special tasks and helping them to elicit from it the very logos about which has already discussed.
The developing resource of isomorphism can be increased if we transform the latter into a «reverse» variant (a linguistic analysis of the text called «Morning on the Don» made by the teacher together with a next following mini-composition «Evening on the Don» made by the pupils).
It goes without saying that the educational tasks, based on isomorphism as a psychological-didactic mechanism of integrating of gaining knowledge, its transforming into large blocks, forming at pupils a long-range transfer of knowledge, system thinking, bases for an integrative activity and, finally, their intellectual development as a whole, can also be extensively used at the higher school. As an example we can cite one of interdisciplinary cognitive problems taken from our own experience of courses in psychology and didactics read by us at the Southern Federal University.
As a problem situation there are two isomorphically correlated groups of concepts (Table 1).
interdisciplinary context pupil development
Table 1
Isomorphically correlated groups of concepts
The didactic concepts, expressing the basic parts
of education and their interrelation
Psychological concepts, based on the activity approach
Teaching activity
cognitive activity
Educational activity
The task is that students, future teachers, have to correlate the concepts of the right column with the concepts of the left column. They easily correlate `Teaching activity' with `Teaching', `cognitive activity' - with `Learning'. The «difficulty» of the task consists in correlating `Educational activity' with the same three didactic concepts. The caused difficulties motive students to thinking, reflection. It is found out that `Educational activity' simultaneously corresponds both with `Teaching', and with `Learning', and it means that it corresponds with `Education'. Thus, `Educational activity' is a dual activity and as a dual activity it corresponds with `Education' as a dual process. The given conclusion, in turn, means that the didactics in its own didactic terms - in the narrow sense of the word - sounds as the theory of education, and in some more psychological form it can be qualified as the theory of educational activity.
It is possible to draw a conclusion that in addition to the specified above developing resources, isomorphism has also got one more. It is a possibility of creation of problem situations initiating development at the meeting-point of an isomorphic, but a various material.
Development in the context of axiology - the theory of values - can be defined as forming a system of values in a person, in our case, they are values of pupils. Values are crystallized, objectified, objective senses of human life; human attitudes to the world around and to themselves are captured in them. If in psychology, in an appropriate «Table of Ranks» abstract thinking takes a more significant, higher level in comparison with concrete thinking, but in axiology, on the contrary, concrete thinking can get a higher estimation if earlier it was a weak point of the pupil who, for example, is going to be a painter in future. In psychology deep thinking is considered more valuable in comparison with rapid one; in axiology, for example, in a situation of flight control, the speed of thinking of a person, the degree of his/her reaction for a situation can be more significant and urgent because the life of people is connected with it.
As a culture represents a system of values [7], and the content of education, its basic components got from the culture, gains a valuable context, the education constructed on such basis does not originate from abstract knowledge, ways of activity, experience of a creative activity, its motivation, but from the importance of each of the named components of the content of educational process, its personal value. here the structure of the content, required to feed the development of pupils, is not defined according to the gnoseological and cognitive parametres (subject-object), but on the ontologic basis (person-world) and, hence, it is focused accordingly.
It goes without saying there are not two values alike: for an ancient Indian scalping of a white person was the highest value. Even now some peoples consider revenge as a significant category. In our text the matter concerns humanistic values, among which:
? individual values (positions, life principles, favourite books and heroes, communication with a friend, games, fishing, one's own poetry);
? values of the native house, the native hearth (mother, father, rerlatives, close people, customs, traditions of a family);
? values of the native land, the small homeland (nature, people, features of the language, culture, game);
? values of the big homeland, general native values (the native language, mentality of the people, culture archetypes, religious values, love for the homeland, historical and civil values);
? universal values (beauty, kindness, conscience, truth, duty, honour, responsibility, «luxury of human communication», «emotional awakening of mind»).
It is easy to notice that axiology extremely approaches educational process to a person. here the content is presented according to the existing maxim «from a culture of utility (read here: from a pedagogics of utility) to a culture of dignity (read here: pedagogics of dignity). Unfortunately, stated above value as units of the content of education and a source of intellectual development of pupils are presented poorly in a real practice of the modern education. But after all, except the content of education, which renovation axiology focuses on, the other components of education are also required in reconsideration on the valuable basis. For example, it can be interpreted as a communicaion characterised as a value exchange (pupils do the task conscientiously, and the teacher smiles at them - they exchange values. What is the equivalent of the exchange?).
In the context of existentialism - the theory of life, existence of a person - development is understood as his/her entering into "Self-image", "Ego-image" and at the same time as going out of the limits of the own "Self", own "Ego". We paid attention to the given circumstance at the beginning of our text and approached close to it when we characterised development in the context of axiology. There is a question: who is this "I"? At first sight, "I" is the one who realises his/her existence, and also what I want to be seen by others: "I" is a social phenomenon. In fact, "I" is much deeper. Existentialist J.-P. Sartre wrote: Person is not the given and fore-set from life, on the contrary, he/ she does not have nature, in this sense he/she is «nothing and must make himself/ herself… anything of himself/herself»; «Person is never equal to himself/herself, always he/she «is not what he/she is, he/she is what he/she is not» [7]. From the stated words it is possible to conclude that "I" in a person is not only the one who realises his/ her existence, and not only what "I" want to be seen by others. "I" is a subjectivity of the person. The personality shows itself in its "I". "I" acts as an intermediary protecting interests of the personality, represents «a protective belt». It is a connecting link between various mental processes, between energies of different inclinations» [7].
Distinguishing personality in a person as a totality of its characteristic features and distinguishing its "Self" in personality is a methodologically important fact for didactics and pedagogics as a whole. genetics and heredity affect development of a person, on the one hand, and society and culture have effect on it, on the other hand. There is also the third factor. It is personality itself, its active "Self".
The given circumstance sets educational process tasks of its personification and personalization. It specifies such its existential-psychological organisation when a pupil can show the valuable attitude to studied fragments of the content, reflex, manage one's own cognitive activity, simulate one's own life, perceive a lesson as a objective reality of his/her life. The highest values in existentialism are spiritual ones, and spiritual development of pupils should become a global prospect of the modern education.
It is necessary to have reasonable limits in everything, and development of the "Self" in a person is no exception. We mean, in particular, children suffering from autism with their social problems in communication. Development of their "Self" consists not so much in development as, on the contrary, in restriction, more precisely, in switching of their way of life and educational activity, taking into account their «measure» of socialization. This problem is special and needs a special scientific analysis.
Development in the context of philosophy - its classical version - means ascension of a person to the universal and by means of it his/her approach to individuality. here individuality appears in cooperation with the «universal» because a person can discover oneself quite completely with a palette of his/her specific traits and characteristic features only when the person has seized the general in its diverse context against a background of its plurality. For ancient greeks the universal was Demiurg, the creator of the Universe; for gegel it was the Absolute, the absolute idea; for believers the same universal is god; for a secular people it is culture. culture is peculiar Demiurg, the Absolute, god, and for all people, according to philosophers, it is the universal technology of human activity. People breathe it like oxygen. They disclose, express and realize oneselves in it. It creates their life in the image and likeness of itself. Its pluses and minuses affect directly pedagogical life which in the given text interests us in the first place. According to the story by Ju.A. Zhdanov, when V.V. Davidov in his time was asked what the logic of education at school was, he answered: there was not such logic. - Why was not there logic? - Because there was not a single theory of education. Why is not there a single theory of education? - Because there was no integral theory of culture. By the way, in succeeding years Ju.A. Zhdanov in the coauthorship with S.V. Davidovichem wrote the monograph «The Essence of culture». here, in the Don region, being extrapolated in pedagogics, it has played an important methodological role in relation to it.
Having come from philosophy to the category of culture, it is expedient to use the concept of philosophy of culture in what follows [7]. According to it, the culture, the dialogue of cultures, succession of cultures is driving force of civilizational development of human societies. When people became proficient in written speech, it was a huge progress in the intellectual development of mankind resulted, in particular, in hypertexts, in fundamentally new ways of communication nowadays. There are a lot of such examples. Education is in the epicentre of culture acting as a mechanism of transmission of culture of the past into the future. The culture segregates from itself such a especial part which is a means, a way of preservation, support and development of the general culture and which is qualified as education.
In what way is the specified transmission of culture carried out? It is carried out by means of its reproduction in each individual. And what is the culture reproduced in an individual? It is, if we «make round» a little and will be inexact, genetics and experience of a pupil, the "Self", the "Ego". Development, as we emphasized above more than once, is entering of a person into "Self-image", "Ego-image" at one time with going out of the limits of the own "Self", the own "Ego". Pushkin, Lermontov, Yesenin perceived by me is not already absolutely Pushkin, Lermontov, Yesenin. They have already got something from me. And I am not already absolutely me. I have got something from Pushkin, from Lermontov and from Yesenin. Our common product continues growing and developing. The poetry of the great in my soul does its clearing work; mathematics does the same in a mathematician's; biology - in a biologist's. But Lobachevsky and Darwin live within me, and I feel their imprint upon me, as well as great poets live within a mathematician and within a biologist. Psychologists have invented for this phenomenon a specific name - it is integrated individuality.
1. Abakumova I.V. Sense-didactics. - Moscow, 2008. [Book in Russian]
2. Abakumova I.V., Fomenko V.T. Educational technologies: new foreshortenings. - Rostov-on-Don, 2012. [Article in Russian]
3. Asmolov A.g. Psychology of personality. - Moscow, 1990. [Book in Russian]
4. craig g., Bokum D. Psychology of development. - Moscow, 2010. [Book in Russian]
5. Leontiev A.N. Problems of development of mentality. - Moscow, 1972. [in Russian]
6. Lerner I.Ya. Process of education and its laws. - Moscow, 1980. [Book in Russian]
7. Dictionary of philosophical terms. Ed. by Prof. Kuznetsov. - Moscow, 2007. [Book in Russian]
8. Fomenko V.T. Initial logic structures of process of education. - Rostov-on-Don, 1985. [in Russian]
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text: MisterRipple 296 Posted May 29, 2019 Looks like IOTA got the solution for scalability in DLT. https://coordicide.iota.org Quote The IOTA Foundation is preparing to take its most important step to date in the maturity of the IOTA protocol — realizing the dream of a permissionless and scalable distributed ledger technology (DLT). We refer to this event as Coordicide: the death of the Coordinator Share this post Link to post Share on other sites

subset: commoncrawl


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Jumanji The Next Level Giveaway
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Tags: Jumanji Sweepstakes 2019, Sony Rewards Sweepstakes 2019


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What we do at American Family Insurance makes a difference in people's lives. And the way we're doing it is changing the way people think about insurance. Help us make a difference, and find a rewarding career along the way. Consider becoming an agency owner or a member of an agency team.
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Knapp breaks school's high jump record
February 3, 2016
After breaking the high jump record at the Indiana Relays last weekend, sophomore Haleigh Knapp now has the 10th highest jump in women's NCAA Division 1.
Knapp set the school record to begin the season at the EIU Early Bird Meet, then broke her own school record again with her jump of 5'11.25" over the weekend at the Indiana Relays.
She discussed what it was like leading up to her record-setting leap.
"Whenever I get to a height like that I kind of try to clear my thoughts because usually at that point you just start overthinking a lot of things," she said. "You just kind of need to rely on your muscle memory and relax and jump."
Knapp's previous record was a jump of 5'10.50". This was a big step up from her freshman season as her season-best mark was 5'7". The offseason and preseason helped her achieve the new record.
"During preseason we do a lot of sprint workouts," she said. "I try to modify some of them so I don't hurt my shins, which includes a lot of biking. I lift a lot heavier than I did last year so I think I got a lot stronger this year so that helped."
In the process of setting the record, the sophomore knew she was going to clear the bar once she left the ground.
"For me it's pretty easy to tell if I hit it down or not," she said. "Once I hit the mat I knew I had broken the record."
Setting the record to start her second year of track and field at Eastern and then breaking that same record a few months later was something Knapp could only dream of coming into the collegiate level, she said.
"Nothing compares to when it actually happens," she said. "The first meet I originally broke the record and this past meet at Indiana I broke my own record. Never in a million years had I expected my sophomore season to go like that."
High jump is the only event that she competes in. In the indoor season last year, Knapp earned first team All-OVC in the event the OVC Indoor Championships with her height of 5'6". That wasn't her best height of the indoor season, however, as she had a leap of 5"7" at the Grand Valley Big Meet.
She was also part of the women's team that won the OVC Indoor Championship in her freshman year. During the outdoor season, she earned second team All-OVC in the high jump with her second place finish in the OVC Outdoor Championships. The second place finish was also her best leap of the outdoor season at 5'7"
Knapp has been running track since 7th grade and stuck with it after trying out the high jump event.
"In middle school I tried a lot of sports, but track was the one sport I ever stuck with and it's because one of the weeks we tried field events and I tried the high jump and I loved it," she said. "I got the hang of it really easily so I stuck with it and just kept getting better."
Knapp enjoyed a very successful career at Morris Community High School where she earned three straight IHSA Class 2A titles in the high jump. She was the state champion her senior and junior year by clearing 5'8" both times. She first won state her sophomore year with a height of 5'7".
Her parents and coaches are the people she credits with helping her get to where she is today.
"My parents are so supportive and I can't ask for any better parents," she said. "Especially how much they support me and my sports. My club coach who coached me all throughout high school, his name is Bob Cervenka, he just knows high jump, that's all he does and he's just very helpful. And obviously coach Akers."
Knapp and her teammates will be back in action this weekend at the Notre Dame Meyo Invite.
Mark Shanahan can be reached at 581-2812 or at [email protected]
Hi, my name is Mark Shanahan and I'm going to be the Assistant Sports Editor this year. I'm a corporate communication major with a minor in Journalism....
Hi, my name is Jason Howell. I am a senior journalism major with an emphasis in photojournalism. I am currently the Online Editor at the Daily Eastern...


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Acceso a la Plataforma oficial TOEIC TOEFL durante 6 meses para preparar las 4 destrezas: Listening & Reading, Writing & Speaking ¿Qué incluye la Plataforma TOEIC?
Reconocimiento profesional y académico: Ministerio de Defensa, Grado y Máster universitario, Oposiciones, Habilitación lingüística del profesorado.Certificación
En menos de 15 días consigues tu certificación.Examen único
Siempre consigues un nivel (B1, B2 o C1).4 destrezas
Listening, Reading, Speaking and Writing
The Warranty Period is the time you have to request the total refund of what you paid in your order, if you are not satisfied. As soon as it is requested, your refund is processed automatically by the platform in up to 10 days. For payments via bank payment slip, it is necessary to provide bank account information for the refund to be made. After the information has been provided and the processing period of 10 days, the amount will be credited in your account in up to 7 business days. As for the reimbursement in your credit card statement, it varies according to the payment method, and may take from 30 to 60 days.
It means that the product Curso Preparatorio TOEIC will be delivered 100% digitally. It may be an online course, an eBook, a series of video lessons, and so on. This content will be accessed or downloaded through a computer, mobile phone, tablet, or any other digital device. When you buy a digital product, you get a link via email with all the information to access the product.
Some online courses offer a digital completion certificate. The students may issue this certificate inside the course itself or by contacting the Producer. These certificates can be shared on social media such as LinkedIn and added to a resumé.
To order this product, click "Buy" on the top of this page. Keep in mind that not all products will always be available to be purchased. A Producer may be preparing a new class and registration for the course may not be open yet.


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MusConv easily imports your playlists and favorites from Yandex Music to JSONStart now!
With MusConv you can easily transfer all your music from Yandex Music to JSON
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You need to complete 3 easy steps to transfer playlists from Yandex Music to JSON:
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2 In the "Playlists" tab select playlists you want to transfer and click "Transfer"
3 Select JSON as the destination service
Enjoy a cup of tea while MusConv works for you 😉 Once finished, your playlists and songs will be available on JSON.


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My essay 'Welcome to the Crapularity - Design as a Problem':
"Both types of design-production, Apple's and Aputure's, end up in various crapular economic feedback loops. These feedback loops include GAS [Gear Aquisition Syndrome] consumption, bottom-up globalization such as the multi-storey specialist electronics shopping centers in Shenzhen and Guangzhou that serve African traders who export the goods to their home countries, the global economy of AliExpress consumption, their links to the human/non-human zombie armies of shadow banking, fintechs and crypto currency mining, resulting in whole batteries of mutually interwoven, meta- and super-wicked problems from financial system bubbles to post-democratic politics and environmental collapse.'"
#design #crapularity #AliExpress #globalization #overconsumption
MoneyLab conference highlights, #platform #blog
Last week I attended the #Moneylab conference in Amsterdam, organized by the Institute of Network Cultures.
Here I collected my notes about a couple of personal highlights: https://networkcultures.org/entreprecariat/moneylab-7-two-highlights/
another reason to despise #instagram: its intervention on the dosage of notifications so that users check it more often
OMFG this 1988 #hacker with his computer bike. I am speechless. #Winnebiko
last saturday, book mini-launch, #varia
Thanks to everyone who passed from Varia last Saturday for the #Entreprecariat mini-launch. Thanks to @lidia_p for the nice convo.
As I don't like making slides, I came up with an image roulette instead. If you want to try this format with your own directory of images, here's the code: https://git.vvvvvvaria.org/s/image-roulette
We've almost reached the end of the first phase of our research. Time to look back nostalgically at "Double Density", our second event. We just posted a report on our website, summarizing all the highlights. Check it out at: http://floppytotaal.org/report.html
Da oggi il PDF di #Entreprecariat in italiano scaricabile gratuitamente su Monoskop: https://monoskop.org/log/?p=21718
Se volete supportare compratelo qui: http://www.krisispublishing.com/prodotto/entreprecariat/
Two new (old) works added to http://p-dpa.net: "code {poems}" conceived by Ishac Bertran (2012); and Ambient Fiction Reading System 01 by Tan Lin (2006-07)
Watching this video on the rise and fall of wework I realize that the authentic accelerationsts are VCs https://www.youtube.com/watch?v=X2LwIiKhczo
introducing self: Grafton9, a diy archiving initiative of italian books, zines and journals of autonomous left and grassroots squats, of late '90s (but not only). very low quality, very low profile, a lot of activities on hacking tools and software for digitization and publishing on the web, and collecting rare published materials.
everything can be browsed, downloaded, keeped offline.
Welcome to post.lurk.org, an instance for discussions around cultural freedom, experimental, new media art, net and computational culture, and things like that.


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Alpha and Jam – We are a group of listeners, designers, thinkers and doers. We do what we do because we want to solve the biggest problems facing brands, advertisers and users. We go above and beyond to provide actionable solutions.
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Conversation: 621-028Prev: 621-027 Next: 621-029
Start Date: Saturday, November 20, 1971 3:57 PM
End Date: Saturday, November 20, 1971 4:10 PM
Participants:Nixon, Richard M. (President); Cox, Tricia Nixon; Bull, Stephen B.; Eisenhower, Julie Nixon; Woods, Rose Mary; Bible, Alan;
Recording Device: Oval Office
Full Tape Conversation Start Time: 02:37:38
Full Tape Conversation End Time: 02:48:26
NARA Description:
On November 20, 1971, President Richard M. Nixon, Tricia Nixon Cox, Stephen B. Bull, Julie Nixon Eisenhower, Rose Mary Woods, and Alan Bible met in the Oval Office of the White House at an unknown time between 10:57 am and 11:10 am. The Oval Office taping system captured this recording, which is known as Conversation 621-028 of the White House Tapes.
Nixon Library Finding Aid:
Conversation No. 621-28 Date: November 20, 1971 Time: 10:57 am - unknown before 11:10 am Location: Oval Office Tricia Nixon Cox talked with the President between 10:57 and 11:01 am. 27 NIXON PRESIDENTIAL MATERIALS STAFF Tape Subject Log (rev. 10/06) Conv. No. 621-28 (cont.) ***************************************************************** BEGIN WITHDRAWN ITEM NO. 1 [Personal Returnable] [Duration: 4m 20s ] [Conversation No. 621-28A] [See Conversation No. 15-71; one item has been withdrawn from the conversation] Stephen B. Bull and Julie Nixon Eisenhower entered at 11:01 am. The President conferred with Bull during the phone conversation. Bull left at 11:01 am. [End of telephone conversation] END WITHDRAWN ITEM NO. 1 ***************************************************************** The President's speech to American Federation of Labor-Congress of Industrial Organizations [AFL-CIO] convention -Television coverage -Charles G. ("Bebe") Rebozo, Thelma C. ("Pat") Nixon and [Dwight] David Eisenhower, II Rose Mary Woods entered at 11:03 am. -Telegrams -Copies -Mrs. Lou Gehrig The President talked with Alan Bible between 11:03 am and 11:05 am. [Conversation No. 621-28B] 28 NIXON PRESIDENTIAL MATERIALS STAFF Tape Subject Log (rev. 10/06) Conv. No. 621-28 (cont.) [See Conversation No. 15-72; one item has been withdrawn from the conversation] [End of telephone conversation] Woods left at 11:04 am. Telegram from Gehrig -David Eisenhower Portrait -George Washington The President's speech to AFL-CIO convention -Television coverage [Pause] Julie Nixon Eisenhower left at an unknown time before 11:10 am.


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25 Jan 2019 09:05
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Who Were The Sochi Social Media Gold Medal Winners For The 2014 Winter Olympics? #SochiSocial #Sochi2014 #infographic
Scroll down to see all the #SochiSocial winners throughout the Winter Olympics from Opening to Closing Ceremonies and everything in between!
Guest post by Yin Wu
I look 4Ward to your feedback.
Author: Bill - Dr. William J. Ward, a.k.a DR4WARD is the Professor of Social Media at the S.I. Newhouse School of Public Communications at Syracuse University. He is ranked one of the "Top Marketing Professors on Twitter" in the world by Social Media Marketing Magazine for providing useful content and consistently engaging with followers and truly "getting it" when it comes to the best ways to use Twitter and other forms of Social Media. He earned his Ph.D. in Media and Information Studies at Michigan State University and teaches internationally. He also participates with theCannes Lions International Festival of Creativity.
DR4WARD enjoys helping connect students and pros to learn about all forms of communication and creativity. He talks about, creates, and curates content on: Digital, Marketing, Advertising, Public Relations, Social Media, Journalism, Higher Ed, Innovation, Creativity, and Design. Curated global resources can be found here: DR4WARD Curated Social Media, Marketing & Digital Resources - Infographics, Slideshows, Videos, Etc.
Follow DR4WARD on Twitter: @DR4WARD
Find DR4WARD resources on Pinterest: http://pinterest.com/dr4ward/
Add DR4WARD to Your Google G+ Circle: Google
Follow S.I. Newhouse School of Public Communications on Twitter: @NewhouseSU
Follow Syracuse University on Twitter: @SyracuseU


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David Boyington
DemosView All (1)
Please go to my Website at: (Website hidden)
Mix of high, mid and low range; smooth relaxed male quality; ability to change tempo and range; can project funny high voice, alien voice and very old man voice, plus natural male voices with a high, medium or low quality.
Service Description
Please visit my Website at: (Website hidden)
Voice Talent
Audio Production Editing & Mastering
Video Production Editing & Mastering
Radio Production
Multimedia Website Content
Audio & Video Podcast
Radio Producer
Multimedia Producer
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Client List
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University Pulse Radio
Most of my time is spent in the production of VideoCDRadio and The Great Eight, 1st edition; both are music documentaries created by me.
Please visit my WebSite at: (Website hidden).
I'm working on the 22 credits left for me to receive a B.A. Degree in Mass Media/Journalism.
Please visit (Website hidden).
This organization accepted my bid for the production of 50(2 minute) video promos with my voice narration. Joél and Patrick are great guys to do business with; they've now offered me another similiar project, but 100 videos in Spanish, this time.LearningSpanishLikeCrazy.com
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Payment to David Boyington is made through Voices.com SurePay®, our service that guarantees your project is completed to your satisfaction. Pay securely by Visa, Mastercard or PayPal through Voices.com and when your work is done, simply download the final files, and release funds to David Boyington.Learn About SurePay®
Next Steps
To invite David Boyington to audition for your project, simply invite them to a job. Share your project details to quickly and easily receive a quote.How It Works


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Chinese Restaurants in Jupiter, FLCCPA
YP - The Real Yellow PagesSM - helps you find the right local businesses to meet your specific needs. Search results are sorted by a combination of factors to give you a set of choices in response to your search criteria. These factors are similar to those you might use to determine which business to select from a local Yellow Pages directory, including proximity to where you are searching, expertise in the specific services or products you need, and comprehensive business information to help evaluate a business's suitability for you. "Preferred" listings, or those with featured website buttons, indicate YP advertisers who directly provide information about their businesses to help consumers make more informed buying decisions. YP advertisers receive higher placement in the default ordering of search results and may appear in sponsored listings on the top, side, or bottom of the search results page.
Please contact the business for updated hours/services due to the COVID-19 advisory.
1. Bamboo Wok
Excellent, fresh food. Best Chinese food in town!
2. Hong Kong Wok N Grill
We waited 10 years for this to open in jupiter....wish season never comes because the lines come with the crowds. Very good food
3. China Wok
we ordered from them about 2-3 times a week went to order lunch from them the rude man on the phone told me you need to spend fifteen dollars no…
4. Hong Kong Cafe
Tried this place twice. Thought maybe the first time I caught them on a off night. Very low grade meats. They really are for take out but…
5. Golden Pavilion Restaurant
Absolutely the best chinese food in all of Florida! Maybe the East Coast! The egg-foo young sauce is the best I've ever tasted, it is second to…
6. Yum Yum Restaurant and Take Out
7. US China Peoples Friendsh
9. China Star
10. China Jade
11. Boxo Noodle Bar
This has to be the best Asian food in Jupiter. Fairly priced and delicious. Staff could be friendlier but its not bad at all.
12. China Town Chef
Love China Town Chef! Food and service are always excellent. Quick service and friendly staff. Usually order Krab Rangoon, as it is just enough to…
13. Uncle Joe
Super fast delivery. Portions were wonderful. Too full to make it through the whole meal. Egg Rolls were good too.
14. Golden Chopsticks
Food well prepared and delicious. chef will make what you ask for, even if it's not on the menu.
15. Phat Panda Street Food
From Business: Phat Panda Street Food is a local family-owned restaurant located in Plaza La Mer, and we are excited to bring global street flavor to Juno Beach! Our…
16. Mr Zhang Fine Chinese Cuisine
Excellent food, nice sized portions. Nicely decorated and clean. Staff was very pleasant. Will definitely go back.
17. China Tokyo Restaurant
18. China Kitchen
Food is good. Great lunch specials. Friendly staff.
19. China Town
Horrible,the chicken tasted like a meat I have never consumed.Stay away from this place.The cashier didn't even say Thank you!!Bad food!!!!Rude…
20. Chopstick House Chinese Restaurant Pbg
22. Tokyo Peking Pga
23. Golden Wok Chinese Restaurant
24. China Fun
This is the ABSOLUTE WORSE TASTING & BLAND Chinese food I have ever tasted! Inspite of it's convenient location, I will NEVER RETURN!
25. P.F. Chang's
Took my girlfriend here for dinner, it was great. Prices were moderate, but the food quality was excellent. We'll definitely be going here again!
26. China Star
Great food and a great menu!
27. Yin Can Cook
We've been eating here for years..When you go in to pick up everyone is friendly and the place is ALWAYS spotless! When you order delivery the…
28. Golden Star Restaurant
The food is very good we order large quantities for Saturday lunches to feed our entire staff and the food always hot fresh and delicious
29. Happy House
We order 5 items from this restaurant and every items was great , the egg rolls was fresh and much better than any Chinese restaurant around there.…
30. China Star
I ordered from them at night time and the Chinese guy who answered my call when I called to complain. He had the nerve to say " oh we don't send…
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Summer Camp 2020
DATES: wks 6/29, 7/6, 7/13, 7/20, 7/27, 8/3, 8/10, 8/17, 8/24
TIMES: 9am - 3pm daily
COST: $199/child. $169/sibling.
A little bit of exercise goes a long way toward inspiring young artists minds. BounceU's Create and Bounce program gives kids a chance to enjoy physical activity and creative time in equal doses, offering an experience that's healthy, mentally engaging, and seriously fun. Complete with lunch, snacks, and games, its a one-of-a-kind camp experience they'll never forget. camp is 4 days a week, Monday thru Thursdays, 9am - 3pm. and runs for 9 weeks during the summer starting the week of JUNE 29TH..
"Kid's Camp" was last updated September 16th, 2019 by


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Protect your home, your lifestyle and your small business with the best home backup generators on the planet. … [Read more...]
Generac Home Generators: Sales, Service & Installation in Westchester, NY & Fairfield, CT
October 23, 2012 By
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October 22, 2012 By
It can be a dirty job, but installing a new septic tank can bring an old dilapidated system up to date and back to life. Here's what we can do for you: Septic tank installation Septic inspections Soil … [Read more...]


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Gjej dhe prenoto akomodime unike në Airbnb
Vizitorët e pranojnë: këto qëndrime kanë vlerësime të larta për vendndodhjen, pastërtinë e më shumë.
This 50m², quiet and cosy apt. with garden and free parking is centrally located near the main train station in Graz on a quiet street. Shops, restaurants, bakery and public transport within a few minutes walking distance.
We decided to start our biggest journey and we share our guestroom with you. We are living outside Graz in a village 1 mins walk from the main road. Me and my family live here(my wife, 2 kids; 2 and 3 years old and me). The room is located on the first floor and it has a separate bathroom as well. We also have the kitchen and the livingroom on the first floor and the second floor is our private place.
Neu renoviertes Studio am Stadtrand, sehr gute öffentliche Verkehrsanbindung, Bushaltestelle direkt vor dem Haus, ins Zentrum ca. 20 Minuten, Parkplatz vor dem Haus, erholsamer Garten mit Grillmöglichkeit, Gaststätten mit internationaler und steirischer Küche in unmittelbarer Nähe, Fahrradbenutzung ist möglich


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Trying on shoes can lead to sepsis. One family found out the hard way. A 4-year-old girl from the UK was in the hospital for five days after receiving an infection after trying on shoes barefoot.
Only one day after going back to school shopping, the mother of the young girl noticed that her daughter was ill. Officials believe that the bacteria entered her body through a cut on her foot.
Fortunately for the young girl and her family, she was able to recover from the ailment. Even so, people are questioning how something as simple as trying on shoes could cause a child to receive such an infection.
What is Sepsis?
Sepsis occurs as a response from your body that an infection is about. Symptoms include fever, racing heart, heavy breathing, and a change in blood pressure. Your body quickly goes into defense mode. You may notice the skin around the infection becomes warmer. Sepsis is different from infections such as the cold as it can become worse in a short period of time.
What causes sepsis?
Sepsis can be viral, bacterial or fungal. To receive the right diagnosis, doctors have to know how it was able to enter the body in the first place. Luckily for the girl in question, they were able to notice a cut on her foot which was the entry point.
Who is at risk?
Any and everyone. Adults, children, even the elderly are at risk. However, the symptoms can vary depending on age. People with diabetes, kids on medications such as steroids or cancer drugs and burn victims. Also, those who have sickle cell disease, congenital heart disease, or anyone who has a genetic condition which makes infections more common.
If you think that your child may have the infection or is showing sign and symptoms of sepsis, act fast! Take them to the nearest emergency location for an eval. The quicker you can get them to help the better. Waiting can cause the infection to spread to other areas of the body.


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Propellor Problem [hitch in model?]
- NavyGator
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Propellor Problem [hitch in model?]
propeller at 0% throttle looks like it is spinning at 50%+.
Is there a way to change that using text editor software. Or is it in the .dnm model.
This is awfully distracting when your used to it not being that way.
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A naked of a black lil boy
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text: Ultra busty babe Anya Zenkova is a petite beauty with one of the largest pair of boobs you'll ever see! This tempting babe can't wait to show off all she has to offer from top to bottom, and begins by flashing those bodacious breasts! Once her shorts come down, all bets are off, and she's ready to become the beacon of visual pleasure.


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Papers & Reviews
Brevity is the soul of witMarch 1, 2008
Concise Synthesis of 2-Amino-4(3H)-quinazolinones from Simple (Hetero)aromatic Amines Short methods for the preparation of nitrogen heterocycles are always welcome. In this…Read More
What the HeckMarch 1, 2008
Oxygen and Base-Free Oxidative Heck Reactions of Arylboronic Acids with Olefins The Heck reaction has been around for more than 25…Read More
One step beyond reductive aminationMarch 1, 2008
Scope of Aminomethylations via Suzuki–Miyaura Cross-Coupling of Organotrifluoroborates Once again, the development of an organometallic cross-coupling reaction increases the array of…Read More
Buy one, get one freeMarch 1, 2008
A New Paradigm for Carbon–Carbon Bond Formation: Aerobic, Copper-Templated Cross-Coupling We are used to carry out reactions to yield a product….Read More
New bases for DoMJanuary 1, 2008
Direct ortho-Cupration: A New Route to Regioselectively Functionalized Aromatics When talking about directed ortho-metallation (DoM), most people think about organolithium bases,…Read More
Triazoles through rutheniumJanuary 1, 2008
Ruthenium-Catalyzed Cycloaddition of Aryl Azides and Alkynes The use of a Ru catalyst allows now the preparation of 1,5-disubstituted triazoles under…Read More
Halogenating the gapJanuary 1, 2008
Meta-Halogenation of 1,3-Disubstituted Arenes via Iridium-Catalyzed Arene Borylation Preparation of aryl halides is a key step in many syntheses, but the…Read More
Nitrile synthesis by tandem cyanation/alkylationJanuary 1, 2008
Convergent Synthesis of Polysubstituted Aromatic Nitriles via Palladium-Catalyzed C–H Functionalization Metal-mediated alkylations and cyanations are not new but, what about accomplishing…Read More
Boric acid-catalyzed amidationJanuary 1, 2008
Maybe it is time to forget time-consuming and tedious protocols for amide formation. This boric acid-catalyzed amidation method seems promising. The…Read More


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Tuesday, October 15, 2019
Maandalizi ya sherehe za mashujaa yaendelea huku wakaazi wa Mombasa kuhi...
Posted by ME at 2:04 PM
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The site will post the latest news from Kenya without bias. Please visit regularly to receive breaking news. Thank you for visiting. FOR DAILY INSPIRATIONS, PLEASE SCROLL TO THE BOTTOM OF THE PAGE.


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Rare astronomical feast this month
Everyone might have witnessed a regular lunar eclipse at some point in their lives. But this January, moon gazers can enjoy a total lunar eclipse, a unique and mesmerizing sight.
Published: 23rd January 2018 11:29 PM | Last Updated: 24th January 2018 07:45 AM | A+A A-
BENGALURU: Everyone might have witnessed a regular lunar eclipse at some point in their lives. But this January, moon gazers can enjoy a total lunar eclipse, a unique and mesmerizing sight. On that day, one can experience seeing a supermoon, blood moon and a blue moon total lunar eclipse. In just a month, we have witnessed the biggest moon, followed by two full moons.
The eclipse will be visible in the region covering the Middle East, Asia, Indonesia, Europe, Australia, New Zealand, North and South America, Northeast Africa, Antarctica, the Pacific Ocean and Hawaii. The eclipse is visible from all parts of India. This is happening after 150 years, dating back to March 31, 1866.
The duration of the lunar eclipse will be three hours, 18 minutes.
Following the first contact, the Moon's more easterly limb will show a growing dark 'nick' as it begins to enter the umbra more deeply. At a total lunar eclipse, Moon takes about an hour to become completely immersed in the umbra. The curved edge of the umbra may show a slight blue fringe. Refraction of sunlight — particularly at the red end of the spectrum — through the Earth's atmosphere means that the umbra is not completely dark.
Consequently, the Moon does not usually disappear from view, instead, it is dimmed and often takes on a reddish colour. After this year, the next time that a Blue Moon passes through Earth's umbra will be on December 31, 2028, and, after that, on January 31, 2037. Both of these eclipses will be total too.
Important timings
Eclipse Begins 17:18 (5.18 pm)
Visibility of Full Moon 18:21 (6.21 pm)
Total Eclipse begins 18:21 (6.21 pm)
Maximum Phase of the Eclipse 18:59 (6:59 pm)
Total Eclipse Ends 19:37 (7:37 pm)
Partial Eclipse Ends 20:41 (8:41 pm)
Moon Enters Penumbra 16:21 (4:21 pm)
Moon Leaves Penumbra 21:38 (9:38 pm)


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Hi, welcome to BarterShift!
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Our founders started BarterShift in 2019 after realizing the boundless potential of e-currency . The goal was not to be the biggest or most popular exchange, but rather to become the most trusted and responsive platform on the market.
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Discuss | Edit | Feed
Natsume Yujincho Theme Song Collection
夏目友人帳 主題歌集
Natsume's Book of Friends Theme Song Collection
Disc 1
Disc 1
M.01 -- 1st Series OP
Composed by: TAKUYA
Arranged by: TAKUYA, h-wonder
Performed by: Shuhei Kita
Lyrics: Yoshiharu Shiina
M.02 -- 1st Series ED
Lyrics, Composed by: Toshiko Ezaki
Arranged by: Takefumi Haketa
Performed by: Kousuke Atari
M.03 -- 2nd Series OP
Composed, Arranged and Performed by: LONG SHOT PARTY
Lyrics: sasaji
M.04 -- 2nd Series ED
Lyrics, Composed by: Callin'
Arranged by: Goro Ito
Performed by: Callin'
M.05 -- 3rd Series OP
Composed by: Keiichi Kudo
Arranged by: Motoki Matsuoka, Takahiro Itou, HOW MERRY MARRY
Performed by: HOW MERRY MARRY
Lyrics: Osamu Takeuchi, Keiichi Kudo
M.06 -- 3rd Series ED
Composed by: Shingo Endou
Arranged by: Kazunori Fujimoto
Performed by: Kousuke Atari
Lyrics: Junji Ishiwatari
M.07 -- 4th Series OP
Lyrics, Composed by: Erika
Arranged by: Shinichi Asada
Performed by: Hiiragi
M.08 -- 4th Series ED
Composed by: Satoru Kousaki
Arranged by: Satoru Kousaki, Ryuichi Takada
Performed by: Marina Kawano
Lyrics: Saori Kodama
M.09 -- Anime Film "Hotarubi no Mori e" ED (bonus track)
Composed by: Makoto Yoshimori
Arranged by: Makoto Yoshimori
Performed by: Shizuru Ohtaka
Lyricst: Makoto Yoshimori
Album Stats
Avg. rating
Nobody has rated this album yet.
Contained in 2 collections
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Products represented
Natsume's Book of Friends (Season 1)
Natsume's Book of Friends (Season 2)
Natsume's Book of Friends (Season 3)
Natsume's Book of Friends (Season 4)
Hotarubi no Mori e
Platforms represented
Movie, Series
Available at
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How Long Can a Chicken Live Without a Head: In the 1940s in the United States, a chicken named Mike lived for 18 months without a head. He had been nearly completely beheaded with an ax, but crucially the jugular vein and most of the brainstem remained intact.
This allowed essential brain functions, such as breathing, to continue to perform correctly. In addition, Mike was fed with a dropper through the neck.
Is it the only case? Not really. A recent case occurred in March of this year. A headless chicken in Mueang Ratchaburi, in central Thailand, lived for more than a week. A local veterinarian took care of the animal, throwing food around his neck, in addition to administering antibiotics. The way the chicken lost its head is unknown, but locals say it may have been attacked by another animal.
How Can a Chicken Live Without a Head? At least two factors must be met:
- First, the height at which the cut is made. In Mike's case, the cerebellum and medulla oblongata were left intact, sufficient for essential functions such as breathing and pumping blood from the heart.
- The second factor is that it forms a clot of blood that prevents bleeding from the cut end to the life of the animal. This is how Mike survived.
After Mike, several farmers tried to cut the heads of their chickens, but by not making the precise cut some died days later. Mike's case was and has been unique to this day.
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Noida-based Bliss Inns, which owns and operates travel solutions and hospitality startup, V Resorts, has raised $10 million in Series A funding led by a clutch of high net-worth individuals (HNIs) and existing investors including Bedrock Ventures and RB Capital.
Currently with over 150 properties spread across 22 states, V Resorts plans to use the freshly raised capital from
in expanding its footprint in India and also enter new markets across South Asia and the Middle-East, with a target of reaching 1000+ properties and 15,000+ rooms in the next three years.
A significant part of the growth will be focused on firmly establishing markets within India such as Andhra Pradesh where the company is already in talks with the Andhra Pradesh Government to promote state-wide tourism.
Founded in 2011, by ISB Hyderabad alumnus Aditi Balbir, the startup with its in-house tech infrastructure, also plans to invest more on the technology platform, giving customers a 360-degree independent travel experience, and plans to now build its own SAAS products for the hospitality industry.
Aditi had earlier worked with Bedrock Ventures, which is also an investor in V Resorts.
According to Economic Times, the startup claims that its asset-light model and operating efficiencies helps its properties break even at 20% occupancy within the first six to nine months, and achieve a 50% profit margin within the first three years itself.
Talking about the latest funding, Aditi Balbir, Founder and CEO, V Resorts said, "Our focus will remain on providing our guests with high-quality unique experiences in new and unexplored destinations. Excellence in product delivery can only be developed through training and we plan to strengthen that aspect of our work as well. We shall also broaden our association with local women communities, standing true to our commitment on creating women entrepreneurs at every level."
With a highly profitable asset-light model, V Resorts began with operating properties that had small room inventory. Without the cost-burden, V Resorts' properties break even at 20% occupancy within the first six to nine months, and achieve a 50% profit margin within the first three years itself. The model also directly impacts micro-economies at the grass-root level by its very design.
With the impact created at an individual resort level, the model has a potential of reaching $1 billion in terms of local community impact over the next 10 years. In 2018, the company also launched its in-house local store – Pitara, where they work with native women groups to package and sell their local products.
Source – News Baron


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(1840 - 1899)
Home State: Mississippi
Branch of Service: Infantry
Before Sharpsburg
He enlisted as Private, Company C, 18th Mississippi Infantry on about 1 May 1861.
On the Campaign
He was captured at Sharpsburg on 19 Sep September 1862, having been left behind to help tend the wounded.
The rest of the War
He was exchanged in March 1863 and returned to service. He was paroled on 30 June 1865.
References & notes
His service from his Compiled Service Records via the Historical Data Systems database. Details from family genealogists. His gravesite is on Findagrave.
07/07/1840; Warren County, GA
09/16/1899; burial in Conway Cemetery, Conway, MS


text:
MLS# 19020083 | 3473 Johan Boulevard Johns Island SC | Morris Acres subdivision
On your phone? Text us now!
You can also Email Marshall to set up a showing of this 3 Beds 1 Full Bath home for sale in the subdivision of Morris Acres in Johns Island SC
No Recent Price Change
3473 Johan Boulevard
Johns Island, Sc 29455
- Residential
- Single Family Detached
- Sold
Agent Remarks
Great opportunity on this fixer upper cottage on a 1/3 acre lot on beautiful Johns Island!! Minutes to the Stono River and public boat landing. Also short drives to beaches and downtown Charleston.
Sale Info
Listing Date: 07-09-2019
Sold Date: 08-06-2019
Aprox Days on Market:
27 days ago
Listing Sold:
11 month, 9 days ago
Asking Price: $125,000
Selling Price: $128,000
Price Difference:
Increase $3,000
Baths Info
Halfbaths: 0
Fullbaths: 1
Building Info
Year Built: 1960
Floors: Vinyl, Wall to Wall Carpet
Foundation: Slab
Exterior Features
Misc Ext: Fence - Metal Enclosed, Storm Doors
Lot Info
Acres: 0
Lot Desc: Level
Parking Info
Gar Pkg: 1 Car Garage, 1 Car Carport
Property Features
Roof: Asphalt Shingle
Style: Cottage
Stories: 1 Story
Rooms Info
Beds: 3
Rooms: Eat-In-Kitchen, Family, Sun
SqFt Info
Sqft: 950
Utilities / HVAC
Heat: Electric
Water Sewer: Public Water, Septic
Courtesy of listing office Coldwell Banker Residential Brokerage
We are FULL TIME and Full Service agents!
Wondering what your home in Morris Acres is worth today? Call me and lets speak about your Johns Island Sc Residential property for sale?
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text: @GeoToBouncy just released a video titled "Mrs. Parker"! The song is a banger and the concept of the video is hilarious. RichBoy Geez is set to release his EP titled Presidential on October 27th so be on the lookout for that! Go check out the video and other dope releases from the Richmond native!