Vykopirovka s plana Seĭtlerskoǐ dachi razverstani︠ia︡ Kr.A.S.SD.R., na uchastok zemli otvedennyĭ KOMZET'u, pri provedenii rabot po zemreforme v 1930 g.

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Karta Kr.A.S.S.R. uchastkov zemli otvedennykh KOMZET'u

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Vykopirovka s proektnogo plana Kurmanskoĭ D.R. Dzhankoĭskogo raĭona

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Komplexa tal - vad är det?

Komplexa tal har traditionellt undervisats i de finländska gymnasierna som en valbar kurs. Denna situation har förändrats i och med de nya läroplanerna som tagits i bruk senast hösten 2005. Den nya, striktare läroplanen ger inte lika stora valmöjligheter för skolorna att bestämma undervisningsstoffet, inte ens för de valbara kurserna, och därför har många gymnasier varit tvungna att sluta undervisa om komplexa tal. För att fortsättningsvis ge en möjlighet för gymnasieelever att studera komplexa tal finns detta kompendium. Kompendiet fyller två syften. I de gymnasier där komplexa tal fortfarande finns med i läroplanen kan kompendiet användas som läromedel på ifrågavarande kurs. Kompendiet torde vara önskat eftersom det inte existerar något modernt, finlandssvenskt läromedel där de komplexa talen tas upp. Kompendiets andra, huvudsakliga syfte är att finnas till att ge en möjlighet för de elever, som inte går ett gymnasium där komplexa tal undervisas, att på egen hand lära sig grunder om komplexa tal. Kunskap om utvidgandet av talområdet från reella talen till komplexa hör till matematisk allmänbildning, och är till stor nytta om man är intresserad av att fortsätta studera matematik eller naturvetenskaper efter gymnasiet. Kompendiet kommer att läggas ut på nätet för att få det lättillgängligt. I det första kapitlet behandlas matematikens uppkomst. Det andra kapitlet är en introduktion till varför man behöver komplexa tal, där gås tal- och mängdlära igenom samtidigt som de i kompendiet använda beteckningarna introduceras. I det tredje kapitlet behandlas de komplexa talen; grundläggande räkneregler, absolutbelopp och argument, komplexa tal i polär form och lösning till högregradsekvationer är centrala begrepp. de Moivers formel är ett av de viktigare målen, även Eulers formel behandlas kort. Problematik med negativa kvadratrötter tas också upp. Det fjärde kapitlet handlar om de komplexa talens intressanta historia. I kompendiet finns rikligt med exempel och övningsuppgifter. Kapitel fem innehåller extra övningsuppgifter och i kapitel sex finns lösningarna till samtliga uppgifter. Trots att kompendiets omfång avsevärt ökas i och med dessa lösningar är det av värde att de finns med för att kompendiets huvudsakliga syfte skall uppfyllas: att eleverna på egen hand skall kunna lära sig stoffet.

Correspondence with N.H. Gould, Newport, R.I.

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Request that remains of Mrs. Miriam Levy be buried in New York or Newport

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Letter from Mrs. G. Philips regarding her husband's punishment by the congregation

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Letter to M. L. M. Peixotto to place Mrs. Brandley Isaacs on list of perpetual escaboth

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Letter and reply to Mrs. De Leon regarding seat

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Temperature-dependence of 35Cl N.Q.R. in sodium chloroacetate

N.q.r. in sodium chloroacetate has been investigated at temperatures from 77 K to room temperature (c.300 K). A single line has been observed throughout this temperature range. Torsional frequencies of the molecule have been calculated in the above temperature range from Bayer's theory. Also the temperature coefficient of the torsional frequencies has been calculated by Brown's method.

Head motion and Inattention/Hyperactivity share common genetic influences: Implications for fMRI studies of ADHD

Head motion (HM) is a well known confound in analyses of functional MRI (fMRI) data. Neuroimaging researchers therefore typically treat HM as a nuisance covariate in their analyses. Even so, it is possible that HM shares a common genetic influence with the trait of interest. Here we investigate the extent to which this relationship is due to shared genetic factors, using HM extracted from resting-state fMRI and maternal and self report measures of Inattention and Hyperactivity-Impulsivity from the Strengths and Weaknesses of ADHD Symptoms and Normal Behaviour (SWAN) scales. Our sample consisted of healthy young adult twins (N = 627 (63% females) including 95 MZ and 144 DZ twin pairs, mean age 22, who had mother-reported SWAN; N = 725 (58% females) including 101 MZ and 156 DZ pairs, mean age 25, with self reported SWAN). This design enabled us to distinguish genetic from environmental factors in the association between head movement and ADHD scales. HM was moderately correlated with maternal reports of Inattention (r = 0.17, p-value = 7.4E-5) and Hyperactivity-Impulsivity (r = 0.16, p-value = 2.9E-4), and these associations were mainly due to pleiotropic genetic factors with genetic correlations [95% CIs] of rg = 0.24 [0.02, 0.43] and rg = 0.23 [0.07, 0.39]. Correlations between self-reports and HM were not significant, due largely to increased measurement error. These results indicate that treating HM as a nuisance covariate in neuroimaging studies of ADHD will likely reduce power to detect between-group effects, as the implicit assumption of independence between HM and Inattention or Hyperactivity-Impulsivity is not warranted. The implications of this finding are problematic for fMRI studies of ADHD, as failing to apply HM correction is known to increase the likelihood of false positives. We discuss two ways to circumvent this problem: censoring the motion contaminated frames of the RS-fMRI scan or explicitly modeling the relationship between HM and Inattention or Hyperactivity-Impulsivity

Newspaper clipping regarding presentation of flag by Mrs. Commodore Levy

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Eru Ilúvatar : Jumala J.R.R. Tolkienin legendariumissa

The purpose of my research is to inquire into the essence and activity of God in the legendarium of the English philologist and writer J.R.R. Tolkien (1892-1973). The legendarium, composed of Tolkien’s writings related to Middle-earth, was begun when he created two Elvish languages, Quenya based on Finnish, Sindarin based on Welsh. Tolkien developed his mythology inspired by Germanic myths and The Kalevala. It is a fictional ancient history set in our world. The legendarium is monotheistic: God is called Eru ‘The One’ and Ilúvatar ‘Father of All’. Eru is the same as the Christian God, for Tolkien wanted to keep his tales consistent with his faith. He said his works were Christian by nature, with the religious element absorbed into the story and the symbolism. In The Silmarillion, set in the primeval ages of Middle-earth, the theological aspects are more conspicuous, while in The Lord of the Rings, which brings the stories to an end, they are mostly limited to symbolic references. The legendarium is unified by its realistic outlook on creaturely abilities and hope expressing itself as humbly defiant resistance. ”The possibility of complexity or of distinctions in the nature of Eru” is a part of the legendarium. Eru Ilúvatar is Trinitarian, as per Tolkien’s faith. Without contextual qualifiers, Eru seems to refer to God the Father, like God in the Bible. Being the creator who dwells outside the world is attributed to Him. The Holy Spirit is the only Person of the Trinity bestown with names: the Flame Imperishable and the Secret Fire. When Eru creates the material world with His word, He sends the Flame Imperishable to burn at the heart of the world. The Secret Fire signifies the Creative Power that belongs to God alone, and is a part of Him. The Son, the Word, is not directly mentioned, but according to one writing Eru must step inside the world in order to save it from corruption, yet remain outside it at the same time. The inner structure of the legendarium refers to the need for a future salvation. The creative word of Eru, “Eä! Let these things Be!”, probably has a connection with the Logos in Christianity. Thus we can find three “distinctions” in Eru: a Creator who dwells outside the world, a Sustainer who dwells inside it and a Redeemer who shall step inside it. Some studies of Tolkien have claimed that Eru is distant and remote. This seems to hold water only partially. Ilúvatar, the Father of All, has a special relation with the Eruhíni, His Children, the immortal Elves and the mortal Men. He communicates with them directly only through the Valar, who resemble archangels. Nevertheless, only the Children of Eru can fight against evil, because their tragic fortunes turn evil into good. Even though religious activities are scarce among them, the fundamental faith and ultimate hope of the “Free Peoples” is directed towards Eru. He is present in the drama of history as the “Author of the Story”, who at times also interferes with its course through catastrophes and eucatastrophes, ‘good catastrophes’. Eru brings about a catastrophe when evil would otherwise bring good to an end, and He brings about a eucatasrophe when creaturely strength is not sufficent for victory. Victory over corruption is especially connected with mortal Men, of whom the most (or least) insignificant people are the Hobbits. However, because of the “primeval disaster” (that is, fall) of Mankind, ultimate salvation can only remain open, a hope for the far future.

R U there yet? using virtual classrooms to transform teaching practice

Access to quality higher education is challenging for many Western Australians that live outside the metropolitan area. In 2010, the School of Education moved to flexible delivery of a fully online Bachelor of Education degree for their non -metropolitan students. The new model of delivery allows access for students from any location provided they have a computer and an internet connection. A number of academic staff had previously used an asynchronous environment to deliver learning modules housed within a learning management system (LMS) but had not used synchronous software with their students. To enhance the learning environment and to provide high quality learning experiences to students learning at a distance, the adoption of synchronous software (Elluminate Live) was introduced. This software is a real-time virtual classroom environment that allows for communication through Voice over Internet Protocol (VoIP) and videoconferencing, along with a large number of collaboration tools to engage learners. This research paper reports on the integration of a live e-learning solution into the current LMS environment. Qualitative data were collected from academic staff through informal interviews and participant observation. The findings discuss (i) perceived level of support; (ii) identification of strategies used to create an effective online teacher presence; (iii) the perceived impact on the students' learning outcomes; and (iv) guidelines for professional development to enhance pedagogy within the live e-learning environment.