absolute frequency

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Related to absolute frequency: relative frequency
ThesaurusAntonymsRelated WordsSynonymsLegend:
Noun1.absolute frequency - the number of observations in a given statistical categoryabsolute frequency - the number of observations in a given statistical category
cardinal number, cardinal - the number of elements in a mathematical set; denotes a quantity but not the order
References in periodicals archive ?
Highest absolute frequency values from Ocotea notata, Protium heptaphyllum and Clusia hilariana were detected in the shrubby formation (Monteiro et al.
According to Mueller-Dombois and Ellenberg (1974) and Martins (1993), the following quantitative phytosociological parameters were calculated: Absolute Density (DAi) and Relative Density (DRi), Absolute Frequency (FAi), Relative Frequency (FRi), Absolute Dominance (DoAi), Relative Dominance (DoRi), Importance Value Index (IVI) and Importance Value Coverage (IVC).
This enabled us to calculate the absolute frequency of occurrence of each type of impolite act as well as the relative frequency, i.
Table 1: Relative and absolute frequency of anxiety level one hour before cardiac catheterization in two groups of experimental and control in patients awaiting cardiac catheterization admitted in Imam Khomeini hospital in Tehran Medical Sciences University Group Muscle Relaxation Control group group Level of anxiety Number Percent Number Percent Low(1-3) 2 4 3 4.
Absolute Frequency = number of sampling units with species presence/total number of sampling units Relative Frequency = species absolute frequency/sum of all absolute frequencies * 100
Items Behavior HM FBM MHL LM Presence of calves Absolute frequency 264 164 149 148 Relative frequency 75 80 60 52 (%) Absence of calves Absolute frequency 90 41 98 139 Relative frequency 25 20 40 48 (%) [chi square] 76.
To obtain the absolute frequency of level I, it was considered five plots of 2m x 10m as a sample.
The frequency is about 7 kHz higher than the previous value which is a consequence of absolute frequency measurements performed with optical combs.


Are you a newly elected college student leader?

Every year, matriculating college students are elected to leadership positions during the Spring semester. Unfortunately, many of them are elected without a clear understanding of how to effectively lead their peers or their organizations. There are many reasons why this lack of understanding exists.

Some reasons include:

1. The departing leaders didn’t model good leadership, so there is nothing for the new leaders to mimic.
2. There wasn’t any short or long term strategic plan for the new leaders to use as a roadmap.
3. There are no minutes or well written records to help the current leaders understand where the organization has been and where they need to take it.

If this is your situation and you find yourself nervous (or even afraid) on how you are going to be a good leader, don’t worry. Here are a few tips to help you create a leadership development training program for yourself this summer.

1. If you don’t already know, go online and take free assessment tests on your communication style, your leadership style, and your personality preferences. These tools are just a guide to help you better understand how you will engage with your peers when school starts.

2. Gather as much information as you can from the club/organization adviser, former student leaders, members, campus administrators and alumni of the club/school and gain a good understanding of the history of the group. Equipped with this information, from past and present leaders, advisers and students, you are better prepared to draft a roadmap for how you would like to lead the group on its journey into the future.

3. Commit to reading as many leadership books and articles that are relevant to your age group. There are many, but three of my favorite books to help introduce leadership principles and responsibilities to students include 1) 21 Irrefutable Laws of Leadership and 2) Failing Forward by John C. Maxwell, and 3) Emotionally Intelligent Leadership: A Guide for College Students by Marcy Levy Shankman and Scott J. Allen. Of course, I can recommend many other books, but I have found these books easy to read and necessary for helping students understand good leadership principles (relationship over dictatorship) and how to understand themselves, in relation to effectively leading others.

4. Finally and most importantly, start getting over yourself. Yeah, I said it, GET OVER YOURSELF! Being a leader is hard work and requires you to be a servant to the members of your group. When you serve them, they will serve you. When you dictate, they will leave you to do all the work yourself, talk about you, and make excuses for not being involved. It’s important that you clearly understand that if you intend to do all the work, then you are not intending to be a leader. Leaders are actually leaders of leaders and hold primary responsibility for seeing the big picture and helping member see how they can contribute to that big picture, but every little thing they do to contribute. The leaders coordinate the effort, keep everyone on time, encourage, teach, and model the way.

Now, leader of leaders….train them up! LEAD members to success and everyone succeeds. Dictate the outcome and the process and everyone loses.

For more information on this topic and other Leadership Training workshops send an email to

Ways of Creating Sustainable Education Programs for Students-Part III

Once you and your team have identified the shared vision and worked out the details in a stakeholder strategy session, the next step is to outline the action for achieving those strategies and to set up an implementation timeline.  Sometimes, in the rush to get a program implemented, planners will skip over this essential step.  However, this is the step where vision meets intentionality.  It is also the space where fear, uncertainty and the management of change can be successfully addressed.  Since we are talking about creating educational programs for students, let us look more closely at the value of this step from a student organization perspective.

As the new SGA advisor, I inherited a governance board where the leaders hosted events out of tradition and habit, but without vision or intentionality.  The other advisor and I met with the Executive Board (E-board) for a series of strategy sessions on the purpose of SGA and the institutional mission of student engagement and the development of student leaders.  From those discussions, we were able to outline a SGA student engagement strategy for the campus.  This strategy included the redesign and implementation of a stronger governance structure that increased student voice, ongoing leadership training for and by the students, and a realignment of SGA resource to better support student engagement on campus and conference participation off campus.

Although I participated in this process many times with colleagues, it was not until I worked with students on this massive project that I began to truly understand the value of outlining goals and creating an implementation timeline.  This was the first time these students had ever participated in a major strategic planning initiative and they expressed their unease in managing the student reaction to change.

In order to quell their concerns and put the ownership back on them, I coached students into understanding that outlining the action steps with a comfortably paced implementation timeline would help them feel less overwhelmed and the student body less resistant to the change.

In the first stages of communicating this vision to the student body and the initial pushback, this timeline became invaluable to the SGA leaders because they were able to effectively communicate the new strategic plan to the students they served.  The result of this process was a dramatic increase in student attendance at weekly SGA meetings (from spring semester attendance of nine students to fall attendance of 30-50 students per meeting) and an increased confidence by students that their concerns and suggestions for campus-wide improvements were going to be heard.

In the next article, I will discuss how to implement a comprehensive assessment process that is aligned with the programmatic goals and that can be used for evidence-based programmatic improvements.

Ways of Creating Sustainable Educational Programs for Students- Part II

snailshellDiversify the Stakeholders Around the Table

Have you ever participated in a program, initiative or event and quickly realized that it could have been more inclusive or planned better? I have found that even when we have a goal of creating an inclusive campus environment, we often fail because we leave stakeholders out of the conversations. For example, have you examined your planning group to ensure representation of varied voices are around the table? How often have you learned that you held an event on a Saturday because unwittingly, you excluded devoted members of religions that practice their Sabbath on a Saturday? Have you participated in the design of a new building and failed to create a unisex bathroom space for a student born sexually ambiguous because it never occurred to you that these students exist? These are just two of many dilemmas that campus administrators struggle to answer every day, but could do better if they were more intentional about who was sitting around the table.

While program planners are not able to host events where every group can attend or implement initiatives that serve every student in every case, sincere efforts must be made to implement opportunities that do not exclude students because of their group affiliations. We want to alleviate a backlash or concerns by groups of people when planning campus initiatives, so we need to be intentional about who we have around the table. As campus administrators, the more we are able to engage the diversity of voices on our campuses, the better our end programs are and the more likely our students will be prepared to lead in this increasingly diverse society.

When we exclude diverse voices, we are teaching students that it is okay to exclude; however, this is not what we want our future leaders of America to learn or believe. If we want better social systems in our society, then we must model working with diverse others for our students. In Part I of this series, I shared the importance of finding our mutual or shared goal. However, even as we can agree on the goal, we must also provide opportunities for a variety of stakeholders to be part of process that leads to that end. Be aware that with the inclusion of more voices, the planning process may take a little longer and may require some delicate facilitation, but the end results are more likely to be strong, sustainable and have a positive impact (I’ll talk more about the timeline in Part III)

I like to think of it this way: When we include diverse groups, particularly students on committees, they can learn a number of skills including how to negotiate, manage conflict, and build their professional network or their confidence. These leadership qualities can position them for greater leadership roles in our society. More importantly, these same students can become influential alumni, financial supporters of our institutions, and the best recruiters of prospective students.

We don’t always know where our students will end up, but if we include them in the planning process and model proper attitudes, skills and techniques of inclusion, then when they become powerful educators, lawyers, investors, politicians and more, then chances are likely that they will be inclusive and make similar decisions that are sustainable over the long term and that benefit our society.

Ways of Creating Sustainable Educational Programs for Students-Part I

snailshellI have had the awesome pleasure of leaving a legacy of programs at past institutions of higher education. When discussing my process with a new professional in the field, I found myself excited at sharing the details of how I have created sustainable programs that continue to exist at campuses where I have been employed. I hope that you will find this information useful as you develop your own educational programs.

In this five part series, I will share with you 1) The importance of starting with a mindset that you are creating a legacy program; 2) How stakeholders help create a structurally strong foundation; 3) Why outlining your end goals and creating a timeline will be invaluable to your process; 4) Why you should design the program around these goals; and 5) How to use the program design to create a comprehensive assessment process and implement continuous improvements.

Start with the mindset and philosophy that your goal is to create a legacy program. As a leader, your primary goal should be to leave a legacy. If we start with the mindset of helping students, then no matter how we feel about our leaders, we focus on ways to serve and develop students. If you have the right mindset, then you are not likely to create programs for your own honor and promotion. I may not have received any real credit or a campus reward or acknowledgement for any number of programs that I created at former campuses, but I take pride in knowing that these programs and initiatives continue to exist and benefit students who I may never meet. If we want students to be prepared to effectively lead in our increasingly diverse society, then we need to create programs that are inclusive, practical, and experiential. But this all starts with the right mindset.

I have worked on campuses where staff felt that senior leaders and department heads lacked knowledge, lacked vision, didn’t support staff, and even used them as a scapegoat for others’ mistakes. Despite these real factors, we are in the business of serving students. When we start with the right mindset, we are well positioned to do our best to work around the political and bureaucratic quandaries that can hijack our ability to effectively serve students.

I encourage new professionals that if you want to exhibit good leadership skills and leave a legacy, then plan to leave the institution stronger than when you arrived. Prepare a plan of action that is solid and inclusive for stakeholders in every part of the institution, increasing the likelihood of them buying in and supporting the vision.

Although, the details have changed slightly, check out three programs I created in collaboration with students, faculty and staff at Syracuse University. The Diversity Business Summit was a collaboration with students in the African-American Male Congress who wanted more internship opportunities with major companies and corporate recruiters who wanted to hire more diverse students. We started with a strong foundation and created developmental opportunities for both the students and the corporate recruiters. A number of university offices have graciously supported this program since its founding.

Another great program that was started under the premise of bringing both the college and Greater Syracuse communities together was the Gospel Explosion. It has since expanded to something greater than I even imagined, but both communities look forward to this program every year. An inclusive desire and mindset helped set these programs up for success.

In Part II, I will discuss why stakeholders are instrumental to developing a structurally strong foundation for the legacy program.


Blood Gas Analysis and Acid-base Balance

The measurements include Partial pressure of oxygen (pO2) (not from capillary blood) pH, partial pressure of carbon dioxide (pCO2), base balance (base excess (BE) (metabolic alkalosis), base deficit (BD) (metabolic acidosis)).

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Sunday, September 22, 2013

Teaching Innovators and Shifting Learning

If you have been through a college class you have probably gone through this. You find yourself studying all night, pouring over the books, using flash cards, and reading through your sloppy notes that were taken in a hurry as your professor rambled through his/her lecture. Then you woke up the next day (or you just stayed up all night), went to class, took the final (hopefully passing it) and proceeded to forget everything you remembered from the night before. I would say that there was learning going on in those situations but maybe not in the same way that you might think. I would say that you learned that sometimes you have to buckle down and work hard through something that you might not want to. I would say that you learned that you have to meet deadlines to be successful. I would say that you learned the value of finishing something in route to accomplishing something bigger. But I would not say that you genuinely learned a ton about whatever subject you just crammed for. That is not to say that all college classes are like this because I know that many of mine were so much more significant and provided great learning opportunities. However, this scenario brings to mind the notion of learning and the shift that must take place in our education system.

Tony Wagner is a Harvard Professor and author whose research has been focused on American education, how it compares globally, and what we need to do to improve our system to sustain our country's level of success. In his book, "Creating Innovators" Wagner points to the fact that information memorization is not learning in the 21st century. Students can google or easily research any subject they wish. His call to American institutions is to teach our students what to do with the information, how to qualify it, and how to be innovative with our vast amount of resources.

Tony Wagner has spent hours in U.S. schools and Universities studying classrooms that allow for students to be innovative, creative, and independent. He adamantly states that if our schools do not teach students 21st century skills (which include communication, collaboration, creativity, and critical thinking) we will be at a competitive disadvantage globally. Think about the job market today. How many of our service and labor jobs are off shore? That is not to say that those kinds of jobs don't exist in the United States, but in every industry we need to teach our students the skills it takes to be successful in our ever changing economic model.

The United States has not scored incredibly well on international test in the last decade. Our education system has not scored in the top ten in quite sometime (the credibility of these tests are up for debate). However, countries who outscore the United States on these test continue to come and observe classes. The reason is because the United States is home to creativity and innovation. Last year at Minarets we had visitors from China and Singapore. This is what we must continue to do to be competitive and successful. The world has changed and education must continue to evolve to ensure that our students are prepared for the rapidly changing global economy. That does not mean that every student will become an inventor or a scientist. It means that our children will have the skills to work in a variety of fields as the job market changes.

The shift is not easy. Students who have grown up in a system where multiple choice tests rather than skills based assessments determine their success level. That is why we see students getting frustrated when teachers challenge them to find an answer using through inquiry. Students perception of learning is linked to memorization more than creation. Students often feel like they are not "learning" when the teacher is not lecturing but rather moving throughout the classroom as a guide, while the students are producing. Students also run into difficulties transitioning to digital learning at first, because rather than the book guiding their learning, they are challenged to think outside the textbook. However, this shift is happening and it will prove to be more relevant to the world around our students.

Think about your experience in the work world. Ultimately, most of us work in jobs where we were forced to learn on the job. There was no textbook, lecture, or multiple choice test that would have prepared us for it. This is another reason why students need to learn by doing and thinking without being given the answer right away. This gives them a learn on the job mentality and will better prepare them to take that approach in the workplace.

The truth is that there will always be core educational practices that will not change over time. A good teacher could teach with a stick and a rock. We cannot throw out core educational practices for trends . We still need to be rigorous, we still need assessments to measure growth, we still need to teach students how to read and write proficiently, and we still need teachers to be leaders in the classroom. However, teachers and schools must adapt to the world around them by asking the students to be critical thinkers and produce. The world is changing and education must change with it to ensure the success of our students. Leading is Teaching.

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Lunch with Juju

A journey through food in Kenya following fresh produce from farm to fork, scrumptious ingredients that make up delicious meals, and healthy options for those who love food and the kitchen!

lemon, thyme and artichoke foccacia

Good foccacia is springy and airy, and it's perfect picnic material, so I'll direct this towards the Weekenders. Or the river lovers. I have been reading Wind in the Willows to Saskia, and I completely love Kenneth Grahame's description of summer - and I do believe that Ratty, Mole and Toad (and perhaps even Badger if he could be persuaded away from the Wild Wood to the riverbank) would approve.

"Drowsy animals, snug in their holes while wind and rain were battering at their doors, recalled still keen mornings, an hour before sunrise, when the white mist, as yet undispersed, clung closely along the surface of the water; then the shock of the early plunge, the scamper along the bank, and the radiant transformation of the earth, air and water,when suddenly the sun was with them again, and grey was gold and colour was born and sprang out of the earth once more. They recalled the languorous siesta of hot mid-day, deep in the green undergrowth, the sun striking through in tiny golden shafts and spots; the boating and bathing of the afternoon, the rambles along dusty lanes and through yellow cornfields; and the long, cool evening at last, when so many threads were gathered up, so many friendships rounded, and so many adventures planned for the morrow"

So plan your adventure for the morrow and plan it with foccacia, for this substantial foccacia could actually be the star of the show.

2.5 teaspoons active dry yeast
1 tsp caster sugar
200 ml warmed up milk
300 gms plain flour
1 egg
3 tbsp extra virgin olive oil
1/4 tsp bicarbonate of soda
2 tsp white wine vinegar
150 gms marinated artichokes from a jar
A few sprigs of thyme
6 garlic cloves, skin on but bashed
Zest of 1 lemon

Pop the yeast, milk and sugar in a bowl and mix. Leave it for a few minutes for it to start frothing.
In a separate bowl, add the flour, olive oil, egg and a teaspoon of salt. Pour in the yeasty liquid and mix with your hands until you form a dough. It will be quite loose, don't panic! In a cup, stir the bicarb of soda and vinegar together - it'll give a satisfying fizz - pour it into the dough and mix well. Then put it into a shallow oiled tray and try to spread it as well as you can to the corners. Cover with a damp tea towel and put in a warm place to rise for an hour (my choice place is the hot cupboard).
Once doubled in size, drain the artichokes and mix in a bowl with the garlic, thyme and lemon zest and a drizzle of oil. Preheat the oven to 190C. Poke holes into the dough, drizzle over a bit of oil and then stick the filling into the dough. Bake in the middle of the oven for 25 - 30 minutes until lovely and golden.
Serve warm with salad and shandy.


Monday, July 11, 2011

Kristin Neff - Why self-compassion is healthier than self-esteem

For much of the last 30 years or so, we have been working extra hard to instill self-esteem in our kids - nobody loses or fails, everyone gets a ribbon or trophy for simply showing up, there are no winners, only participants, and so on, ad vomitus.

So what have reaped for all our efforts? A generation or two of young adults who have a hyper-developed sense of privilege and who need external validation for themselves because they never developed an internal sense of self-worth.

This post is only slightly related to that rant (although she does mention how the self-esteem movement has created a whole mess of narcissists), so I want to add one more thing. If you are a parent, PLEASE stop saying, "I am so proud of you!" Instead, build your child's internal sense of worth by saying something like, "You must be so proud of yourself! That was outstanding!"

It really does make a difference.

And as I am noticing with clients (and have long noted in my training clients), self-compassion is a skill that is sorely lacking - I know I never learned it until I became a Buddhist and got myself into therapy.

Dr. Neff is the author of Self-Compassion: Stop Beating Yourself Up and Leave Insecurity Behind, which I have not read, but I am a big fan of The Mindful Path to Self-Compassion: Freeing Yourself from Destructive Thoughts and Emotions, by
Why we should stop chasing self-esteem and start developing self-compassion

The great angst of modern life is this: no matter how hard we try, no matter how successful we are, no matter how good a parent, worker, or spouse we are - it's never enough. There is always someone richer, thinner, smarter, or more powerful, someone that makes us feel small in comparison. Failure of any kind, large or small, is unacceptable. The result: therapist's offices, pharmaceutical companies, and the self-help aisles of bookstores are besieged by people who feel they're not okay as they are. What to do?

One response has come in the form of the self-esteem movement. Over the years there have been literally thousands of books and magazine articles promoting self-esteem - how to get it, raise it and keep it. The pursuit of high self-esteem has become a virtual religion, but research indicates this has serious downsides. Our culture has become so competitive we need to feel special and above average to just to feel okay about ourselves (being called "average" is an insult). Most people, therefore, feel compelled to create what psychologists call a "self-enhancement bias" - puffing ourselves up and putting others down so that we can feel superior in comparison. However, this constant need to feel better than our fellow human beings leads to a sense of isolation and separation. And then, once you've gotten high self-esteem, how do you keep it? It's an emotional roller-coaster ride: our sense of self-worth bounces around like a ping-pong ball, rising and falling in lock-step with our latest success or failure.

One of the most insidious consequences of the self-esteem movement over the last couple of decades is the narcissism epidemic. Jean Twenge, author of Generation Me, examined the narcissism levels of over 15,000 U.S. college students between 1987 and 2006. During that 20-year period, narcissism scores went through the roof, with 65 percent of modern-day students scoring higher in narcissism than previous generations. Not coincidentally, students' average self-esteem levels rose by an even greater margin over the same period. Self-esteem has also been linked to aggression, prejudice and anger towards those who threaten our sense of self-worth. For example, some kids build up their egos by beating up other kids in the playground. It's hardly healthy.

Of course we don't want to suffer from low self-esteem either, so what's the alternative? There is another way to feel good about ourselves: self-compassion. Self-compassion involves being kind to ourselves when life goes awry or we notice something about ourselves we don't like, rather than being cold or harshly self-critical. It recognizes that the human condition is imperfect, so that we feel connected to others when we fail or suffer rather than feeling separate or isolated. It also involves mindfulness -- the recognition and non-judgmental acceptance of painful emotions as they arise in the present moment. Rather than suppressing our pain or else making it into an exaggerated personal soap opera, we see ourselves and our situation clearly.

Research indicates that self-compassion offers the same benefits as self-esteem (less depression, greater happiness, etc.) without its downsides. In a large survey conducted with over 3000 people from various walks of life, for example, it was found self-compassion was associated with much more stable feelings of self-worth (assessed 12 different times over an 8 month period) than self-esteem. This may be related to the fact that self-compassion was also found to be less contingent on things like physical attractiveness or successful performances than self-esteem. Also, self-esteem had a strong association with narcissism while self-compassion had no association with narcissism.

Another study asked people to recall a previous failure, rejection, or loss that made them feel badly about themselves. One group of participants was asked to think about the event in ways that increased their self-compassion. Another group was asked to think about the situation in ways that protected or bolstered their self-esteem. People who received the self-compassion instruction reported less negative emotions when thinking about the past event than those in the self-esteem condition. Moreover, those in the self-compassion condition took more personal responsibility for the event than those in the self-esteem condition. This suggests that - unlike self-esteem - self-compassion does not lead to blaming others in order to feel good about oneself.

Instead of endlessly chasing self-esteem as if it were the pot of gold at the end of the rainbow, therefore, I would argue that we should encourage the development of self-compassion. That way, whether we're on top of the world or at the bottom of the heap, we can embrace ourselves with a sense a kindness, connectedness and emotional balance. We can provide the emotional safety needed to see ourselves clearly and make whatever changes are necessary to address our suffering. We can learn to feel good about ourselves not because we're special and above average, but because we're human beings intrinsically worthy of respect.

To test your own self-compassion level, read more about self-esteem, find videos, guided meditations, and exercises, go to You can also read more in my new book Self-Compassion: Stop Beating Yourself Up and Leave Insecurity Behind.

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is: si ng

IS:SI   NG  was a collaborative performance completed in the fall of 2017. Christophe Priessing, a Chicago based musician, took an asemic musical score and translated it into the music within the performance. This was one part of "TWELVE: a series of performative koans" and was performed at Victory Gardens. This project was made possible with help from the National Endowment for the Arts, 3Arts, and Bodies of Work.


Director of Customer Support - stealth mode consumer startup (NYC)

Location: New York, NY
Date Posted: 06-20-2018
We are excited to reveal the initiation of a pioneering new company that will solve a fundamental need of a global target market, through innovations in AI and Machine Learning technology. This early-stage startup is positioned to make a major impact thanks to a novel approach, strong funding and a leadership team of veteran entrepreneurs with a proven track record of founding and establishing

The leader who assumes this role will be responsible for optimizing the the customer experience, driving customer satisfaction and services growth across the Americas region. Reporting to the VP of Field Operations, you will define and design the support execution and launch strategy in alignment with the the initial launch. You will recruit and retain talented multi-lingual customer service
representatives (CSRs) who share the commitment to customer success. You will define the organizational structure, processes, cadence, and metrics/KPIs required to drive and monitor efficient and effective team execution. You will collaborate with peer groups (e.g. Product Management, Engineering, Marketing, and Field Operations) to share and leverage timely customer and product
insights in order to accelerate product maturity and improve the customer experience. Lastly, you will represent the company for Customer Support/Success related topics to external customers, partners, and industry groups. Therefore, you must possess strong empathy, as well as communication and customer care skills which exceed that of a typical support environment. You will be responsible for setting the highest standards of operational rigor and customer care, and for elevating your team members to perform at that level.

1. Work with the VP of Field Operations to develop design objectives along the dimensions of People, Process, Facilities, and Technology, as they apply to Customer Support
2. Establish all work flow processes associated with Customer Support activities
3. Craft CSR job descriptions, create the facility build-out plan, and identify requirements for all supporting technology, in accordance with the company’s objectives

1. Participate in the facility build-out plan, working with vendors to procure services (e.g. construction, electrical, etc.)
2. Hire and develop an initial team of 3 Customer Support Representatives (that is planned to grow significantly during 2019) – must be very skilled at identifying and hiring talented team members
3. Hire a team of managers/supervisors and work with them to assess resource requirements and develop and manage shift schedules
4. Proactively establish and implement standard operating procedures for all Customer Support workflows, such that team members know exactly what is expected of them at all times (remove ambiguity from the operating environment, as much as possible)
5. Implement technology solutions, as needed, in order to ensure success of Customer Support Representatives

1. Determine key performance indicators to measure performance and establish systems that gather the data needed to track those key performance indicators
2. Work with supervisors to develop and manage shift schedules, assess resource requirements, and continuously hire and develop Customer Support Representatives, as needed
3. Maintain a strong working relationship with Engineering, Product Management, Field Operations, and other key stakeholders across the company
4. Implement process and measurements to drive continuous improvement in customer support operations
5. Ensure Post Activity Reviews (PARs) are completed on time, with key sections documenting any major issues, how they were resolved, and any recommended actions; ensure PARs are completed with high quality and easily understood
6. Leadership – Perform general team leadership and management, and hold regular team member reviews with direct reports and their teams
7. Conduct performance appraisals; provide measurable feedback to the VP of Field Operations with suggestions for direct reports’ performance improvement; formulate and implement employee corrective actions as needed

1. Bachelor's Degree in Business Administration, Information Systems or related field (Master’s Degree preferred)

1. 8+ years in customer-centric support roles, in organizations focused on customer empathy
2. 5+ years managing team members
3. At least 4 years leading a high growth, fast-paced, consumer services-oriented customer support organization, with demonstrated results in achieving high customer satisfaction
4. Experience establishing and launching a new customer support organization
5. Experience managing in a 24x7x365 support environment
6. Experience recruiting and hiring multi-lingual CSR talent
7. Experience developing cohesive, customer-oriented teams
8. Experience driving a portfolio of multiple, concurrent business-critical projects to successful completion
9. Very strong troubleshooting and analytical skills
10. Experience managing in high pressure, complex environments; serving challenging customers, both internal and external to the company
11. Well-developed people management and conflict resolution skills
12. Must have a strong dedication to customer service
13. Experience with startup company is highly desirable, including the transition from ~$10M to $100M in sales (minimum of $50M annually)
14. Understanding of technology in a large, multi-site call center operation is a plus

Required Skills
1. Mentor and leader with a strong track record of hiring and motivating great teams
2. Excellent management and team leadership skills – seamless ability to inspire and engage company team members
3. Strong customer focus (understanding what customers want) and ability to effectively and quickly build relationships and establish trust/respect, via empathy, humility and listening skills
4. Excellent communication and collaboration skills at the senior leadership level, with both team members and customers
5. Experience leading global teams and working with customers around the world
6. Exceptional analytical ability – data-driven decision maker with capacity to experiment & adapt
7. Eager problem solver and thought leader
8. Ability to translate ambiguous concepts into action plans
9. Demonstrated ability to operate effectively in a fast-paced, ambiguous startup environment
10. Highly motivated and customer-focused, with a track record of setting high standards

General fit
1. Willing to work long and irregular hours
2. Willing to travel internationally on a frequent basis, as required
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Where You Born On The Cusp of Aries/Taurus?

April 19 to April 23

Aries is the first sign of the zodiac. It represents birth and the first realization of self. Taurus, the second sign of the Zodiac, moves beyond what is represented by Aries. Taurus begins to physically explore the world. Aries tend to display strong leadership, and their extroverted and assertive nature lets them eagerly lead the new cycle of the zodiac. Taureans tend to be richly sensual, enjoying the good things in life and the physical pleasures that come with them. Together, these two astrological signs denote an active and dynamic pioneer who responds to the world by examining the worth of each possible response. The ability to follow through and complete projects that others may have abandoned through boredom or because it was too difficult is blended with the sign of new beginnings. This promises a tremendous amount of fulfilling adventure and achievement for those born on the Aries/Taurus cusp.

The astrological symbol of Aries is the Ram. Like the popular conception of the Ram, Aries people are able to accomplish a lot by sheer energy and force of will, ramming their way to their goals. In this way, Aries exemplifies the cardinal quality assigned to it. The astrological symbol of Taurus is the Bull. The term bullheaded applies to Taureans in both its positive and negative connotations, and Taurus exemplifies the fixed quality assigned to it. The Aries/Taurus can be blunt, and they are bold and strong. They are among the strongest combination of signs when it comes to meeting goals because of their reliable persistence. Those born under the influence of both astrological signs are able to initiate and successfully complete projects and activities.

Aries is ruled by the planet Mars. In ancient Roman mythology, Mars (and his Greek equivalent, Aries) was the god of war. He was bold, aggressive, energetic and courageous. On the negative side, he was impulsive, compulsive and quick-tempered, and he could give in to anger and a will for destruction. Taurus is ruled by the planet Venus. In ancient Roman mythology, Venus (and her Greek equivalent, Aphrodite) was the goddess of love, beauty and pleasure. She represented joy, happiness and appreciation of beautiful things. On the negative side, her appreciation for sweets and luxury could result in overindulgence. Mars was active and high-spirited, full of physical energy and vitality; the Aries/Taurus-born reflect his leadership and initiative. They are strongly independent and determined and have the physical stamina to stay their course. They have a great love for culture. It’s important for them to feel good. They often maintain extensive art collections and tend to be artistic themselves, sometimes through singing. They enjoy partnership and marriage, and use their charm — as well as their focused perseverance — to work toward harmony and personal security. An individual born on the Aries/Taurus cusp has the potential for great satisfaction in life, thanks to the balance of great action and great will.

The element associated with Aries is Fire, and the element associated

with Taurus is Earth. Fire Signs are physical beings who tend to

respond to the world through action. Earth Signs tend to respond to

the world by examining the worth of each possible response. The combination of these two elements provides a solid foundation to pioneer uncharted territories.

The Aries/Taurus tends to want what they want, when they want it. The Aries side of their character needs to accept that this isn’t always possible and stop butting their heads, ram-like, into the nearest wall. Aries/Taurus people can also be extremely patient and dependable. Their ambition ensures that they are hardworking and helpful to others. The blending of their elements, earth and fire, gives them a general focus on building things and seeing their ideas through to completion. However, the fixed opinions of the Aries/Taurus can be surprisingly unchangeable, even when they have discovered a flaw in their logic.

In their leisure time, Aries/Taurus tend to play as hard as they work at the office. They greatly enjoy athletics, as sports give them a positive and healthy outlet for some of their natural aggression. They appreciate both individual challenge, especially aerobics, as well as the group challenge of football and soccer. Aries/Taurus tend to enjoy outdoor activities, such as hiking, that allow them to get close to the earth. Conversely, their appreciation of art and culture sends them to the opera and exclusive galleries. The Aries/Taurus cusp individual could possibly be an expert rock climber, kayaker or skier. Intense activity and drive channeled through a great love and respect for the natural beauty of the outdoors is often seen with this astrological aspect.

The great strength of the Aries/Taurus-born is in their energy, initiative and courage. Their ability to take a project and go with it is unparalleled. Their more earthy side brings out their stability and perseverance. Methodical determination enables them to be productive when others have long since given up. With the combination of fire and earth, they are one of the most dynamic, stable and passionate characters of the zodiac.

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>Robotic STEPFRAMEs

>Instructors: Sina Mostafavi, Shabnam Hosseini, Hasti Goudarzi (founders of TRAM Studio)

>Sposnsor: PATTERNITECTURE event at Niavaran Artistic Creations Foundation

Architectural robotics includes the design, integration, and implementation of programmable machines in manufacturing processes and/or in operational responsive systems. This workshop focused on the first set of applications referring to methods of production that employ numerically controlled fabrication routines for architectural implementations.

This Workshop intended to provide an introduction and overview to architectural robotics as a creative inter-disciplinary emerging realm. The manifestation of this research and process was design computation methods and prototypes focusing on stairs as fundamental and dynamic architectural elements, which was exhibited once during and once at the end of the workshop. During the studio, Scalalogy (the science of stairs) was a reference as a comprehensive branch of architectural science that dealt with the interdependence of humans and stairs.

A fundamental element of architecture and an essential tool of ascent, stairs have captured the imagination of architects throughout time and challenged them to exercise their creativity and skill in making and reinventing them repeatedly. In addition to their interdependence with humans from a practical point of view, stairs appear in arts, literature, and movies as wonderful and whimsical constructs. Moreover, from a computational design point of view, stairs are nested for-loops with which one may explore complex and performative configurations. This complexity can be understood as multi-scalar architectural heterogeneous patterns integrating structure, function and aesthetics.

In the 19th century, French architects used to produce scale models of staircases they had built. The models were extremely detailed and were used similarly to a modern-day portfolio allowing the architects to carry them around and showcasing their skills and craft to attract future clients.

Reviving this historical reference, and noting the inherent parametric nature of stairs, students built 1:1 staircase prototypes. The materialization was a fusion of robotic fabrication techniques as well as human craft and detailing with the results exhibited in Platform 28 and PATTERNITECTURE event at Niavaran Artistic Creations Foundation (NACF).


Every woman knows that the exact pair party shoes can make or break an clothing. This is particularly true for  parties. Women must dress to make an impression as there are bound to be countless old friends and associates present. And okay, we want other women to covet our style. There are a number of factors to keep in mind when choosing a shoes for an event.

Black Party Shoes For Women

The initial thing to think is the time of day. Is the party to take place during the day or in the evening? A day time party is often less official and may not need the same quality of clothing as would an night party. Glittery heals will not do for the day time, but a pair of satin pumps would be ideal. As well, lower heels are more suitable for day time functions. Opt for a block heel instead of sky heel sandals, which could look a bit out of place in the daytime. Though, once the sun goes down your pushes can be as sky high, vibrant and sparkling as you like! A ideal party pump should slimmer a woman's leg.

White Party Shoes For Women

Avoid wearing sling backs with outfits and skirts, as sling backs can make even dainty ankles look thick and heavy. Ankle strep heels are a much superior option, as they determine the feet and have a weight losing effect. Mid-calf duration boots tend to split the divide the lower leg at the widest point, which will make even the longest legs appear short and chunky. Opt for a fitted knee length or thigh leg boot instead, as it will elongate out the calf and legs will look longer consequently. A usual heeled shoes can do amazing things for a female's body, specially her legs and posterior.

A high heel can determine the calf muscles and highlight shapes. Being high can as well cause you to feel more secure. Though, comfort is one more important varying in choosing party shoes. So, be sure they are not too high that they will bargain your fun!

Party Shoes

Don’t be scared to create a declaration by pairing a strong heel shade with a plain clothing. Try bright red heels with a black dress or leopard print pumps with a red dress. If the dress is more exhaustive, pick a plainer shoe, in its place. For case in point, a sparkling or sequined clothing would look great with a solid shade purple velvety or satin shoes.


Live An Anxiety-Free Live Today With These Tips

Anxiety happens to millions of people all over the world, making it a common issue. Luckily, anxiety can be managed, and in the majority of cases, successfully cured. The tips laid out in this article can assist you in understanding and controlling your anxiety. Carry on reading, and finally get rid of the stranglehold that anxiety has on your life.

Consider trying amino acids therapy before assuming that anxiety medications are your only hope. Low levels of some essential nutritional requirements can be a trigger for anxiety in some people. Consider reading a book “Mood Cure” to learn over-the-counter treatments that will help to reduce your anxiety.

Combat anxiety by keeping your mind and body otherwise engaged. If you don’t have anything to distract your brain, then you tend to stew over things that you cannot change and this can enhance your anxiety. Simple things such as cleaning the house or washing your car can be really effective.

You need to be able to accept that there will always be uncertainties in life. If you constantly worry about things going wrong, you will find yourself questioning if anything is predictable. In fact, it could prevent you from enjoying the good things you are experiencing right now. Just learn to accept uncertainty itself and learn to not need instant solutions to the problems in your life.

If your mind ends up racing at nighttime, try keeping a journal. By putting your worries on paper it allows you to let go of them, allowing sleep time without obsessing. You can right every night or just when you feel you need it.

A lot of people that have stress and anxiety don’t relax enough. It’s very important to take some time out each day to do things that help relax you. Your anxiety will fade away over time when you institute a daily 20 minute relaxation period.

A great medication-free way to alter your brain chemistry is through exercise. While low serotonin can be a trigger for anxiety, getting regular exercise can get your serotonin levels where they need to be. Brisk walks with your dog, gym workouts and even gardening can all promote brain production of both dopamine and serotonin, which are natural relaxants. This not only will lessen anxiety levels, but it helps with depression too.

After you get done reading you will know that anxiety does not have to take over your life. Implement the advice mentioned in this article, and given time, your anxiety should decrease. Even if managing your stress seems impossible right now, you will eventually make progress and be able to deal with stressful situations much more calmly with time.


Wednesday, 18 June 2008

Did you know... - (19/06)

At full power the Torrs Hydro New Mills turbine will spin at around 25 r.p.m.

Revolutions per minute (abbreviated rpm, RPM, r/min, or r·min−1) is a unit of frequency: the number of full rotations completed in one minute around a fixed axis. It is most commonly used as a measure of rotational speed or angular velocity of some mechanical component.
Standards organisations generally recommend the symbol r/min, which is more consistent with the general use of unit symbols. This is not enforced as an international standard; in French, for example, tr/mn (tours par minute) is commonly used.

The corresponding International System of Units (SI) unit would be the hertz and we have:
3600 r/min = 60 revolutions per
second = 60 Hz

In the SI one often uses the unit for angular velocity which is radians per second (rad·s−1):
1 r/min = 2π rad·min−1 = 2π/60 rad·s−1 ≈ 0.10471976 rad·s−1

To convert revolutions per minute to revolutions per second (hertz), simply divide by 60.

Now don't you feel educated !

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Welcome to Strictly China's China And Dinnerware Glossary. Knowing all the terminology can be a key to finding replacement china or dinnerware.  While we have done professional china replacements for 12 years and we stock many fine patterns of discontinued china and discontinued tableware, if we don't properly communicate, the customer may have trouble finding the pieces they want.
An excellent example is Chop Plate and Charger. They have essentially the same definition. So, I might have what you want in stock but under another name.

As a service to our friends, here is a partial glossary of terms. We will add to it as we gather more definitions.

3 Piece Place Setting - Dinner and Salad plate and Mug or Dinner and Salad plates and Soup bowl. Dinner plate, Cup & Saucer or Dinner plate, Soup bowl and Mug

4 Piece Place Setting - Dinner and Salad plates and Cup & Saucer
Dinner and Salad plates Soup bowl and Mug
Dinner, Salad and Bread plates and Soup bowl.

5 Piece Completer Set   Most often a Sugar bowl, with lid, a Creamer, a medium platter and a round vegetable serving bowl.

5 Piece Place Setting - Dinner and Bread plate, Soup bowl and Cup & Saucer or
 Dinner and Salad plates, Soup bowl and Cup and Saucer or   Dinner, Salad and Bread plates, Cup and Saucer
Dinner, Salad and Bread plates, Soup bowl and Mug or   Dinner
and Salad plates Cereal bowl and Cup  and

Accent Plate
Often used as a small server, these are generally slightly larger than the bread or dessert plate but smaller than a salad plate.

All Purpose Bowl     generally a coupe shaped bowl. A term for an additional bowl not so large that it cannot serve for a single (usually large) serving of soup or salad but smaller than one used for serving.

Baker - These are ovenware, intended for baking, often rectangular or oval shaped, and usually made of heavier ceramic or eartheware material.

Bone Dish - most often these are a modified crescent sort of shape. I have found them frequently in sets of French Limoges china. They were used to deposit bones rather than clutter one's plate with the completed course.

Bread & Butter Plate     generally about 5-6 inches in diameter often used interchangeably with dessert plates. May also be square in shape.

Butter Pat -   2 1/2 or 3  inches, suitable for a single pat of butter. These can be mistaken for doll dishes. On occasion sold and used as coasters or even ashtrays in earlier times.

Casserole -   most usually these are covered and have handles or lugs. Made to be used for baking. On occasion covered bowls are referred to as casseroles whether intended as bakers or not but strictly speaking that would not be the case. See also Baker.

Celery Dish    a small  oval shaped serving dish whic appears to be a small platter under 12 inches and used for serving cut celery.

Centerpiece Bowl     a very large bowl at 12 to 16 or more inches suited to display of  fruit, flowers or other centerpiece.

Cereal Bowl     smaller than 8 inches and most often without a rim (coupe shape.)

Charger generally 1 to two inches larger than the dinner plate Chargers are round platters. Sometimes also referred to as Chop Plates

Chop Plate A Round Platter usually 12 or more inches. Sometimes these double as tureen underplates.

Completer Set  Most often a Sugar bowl, with or without lid, a Creamer a medium platter and a round vegetable serving bowl.

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Cookie Plate  a smaller serving plate.

Coupe - coupe refers to the shape of a ceramic blank. Coupe is rimless. There is no change is the thickness or shape of the material as you reach the outer edges.

Covered Vegetable   These are serving dishes usually either round or oval often both are available in fine china sets. These have covers and the pottery blank will be designed with a lip for the lid on either lid or bowl. Lids can have finials and bowls may have lugs or handles.

Cream Soup Bowl  Usually this has handles or lugs and a larger than normal saucer. Often mistaken for large tea cups with two handles.

Cup & Saucer - Flat   A cup generally taller than a teacup (see below) bit with an unornamented flat bottom and straight sides.

Cup & Saucer - Footed  These can literally have three small feet but for the sake of description the bottom of the cup will curve in and then have a larger and often more ornate base.

Cup & Saucer - Tea     a shorter cup usually than a regular coffee cup with the sides curving down to a smaller base than lip.

Custard Cup   a cup for a single serving custard, this would look like a tea cup without a handle.

Demi-Tasse Cup & Saucer a small cup suitable for single shots of espresso or other hot beverage. Generally under 2 inches in diameter.

Dinner Plate - Square and other shapes, octagonal for instance of about the same size of 10 or so inches. A Dinner Plate is generally round and used as the main dining plate usually 10 to 12 inches in diameter

Divided Vegetable     a bowl with or without a lid but with a division in the center allowing two separate side dishes to occupy the same dish without co-mixing the contents.

Espresso Cup see Demi-tasse or demitasse

Fish Platter  A fish platter is usually the largest of platters. Probably from the European approach to serving entire fishes with head and tail intact. These are in my experience over 17 inches long and may exceed 2 feet in length. These are not often found in modern china or dinnerware.

Fruit or Dessert Bowl    These are known as 'monkey dishes' in restaurants. These are usually 5 or fewer inches in diameter. Usually in the shape of the rest of the table setting.

Large Pasta Bowl   Generally a low sided wide bowl of 10 or so inches diameter.

Luncheon Plate - generally about 9 inches or roughly an inch smaller than the corresponding dinner plate

Medium Platter - Square Octagonal Oval Rectangular Round, generally 14-15 inches.

Monkey Dish - Slang term in restaurants for a fruit or dessert bowl.

Nut Dish  a small flat dish for serving nuts.

Octagonal Bowl   any bowl with eight sides.

Oval Dish  a small serving piece which is oval shaped. Frequently used for serving crudite or celery, carrots and the like.

Oval Vegetable Bowl - Usually an open serving dish which is oval shaped rather than being round. These may or may not include lids or covers.

Pepper Mill - a device for grinding pepper corns into pepper thus ensuring freshness of the pepper seasoning the food. Most often made of wood or metal.

Rimmed Soup Bowl - generally a low bowl suited to a single serving of soup which is usually over 8 inches but including a rim of about an inch or more. These can be square, hexagonal or octagonal in addition to the more common round shape.

Round Platter see charger

Round Vegetable - Open   designed without lid, these are mostly over 8 inches in diameter

Salad Bowl 1) Serving bowl usually 8 to 12 inches in diameter and 4 - 6 inches tall, This is a broad category generally covered by serving bowls.

Salad Bowl 2) A smaller bowl suited to a single serving of salad. These may exist in a very large set which includes rimmed soup bowls, fruit or dessert bowls and a cereal bowl.

Salad or Dessert Bowl  See Salad Bowl definition 2)

Salad Plate   7-8 or so inches, It will most likely correspond in shape to the design of the dinner. In some sets this plate is often more heavily decorated than its dinner sized plate.

Saucer     A saucer is generally made in the shape of the pattern but most often includes an indentation for the cup to rest in.

Shell Dish     A serving bowl shaped like a clam shell.

Small Platter
- Square Octagonal Oval Rectangular Round - Less than 14 inches.

Soup Bowl (coupe, or rimless) usually under 8 inches and without rim.

Soup or Cereal Bowl - as covered earlier, smaller than 8 inches and coupe shape.

Soup Tureen -    Large serving bowl usually with a lid. They are usually suitable for holding between a quart to a half gallon or more. 'Tureen' is frequently misspelled and I have seen many variations of spelling. I make the distinction that a tureen includes a slot for a spoon where a covered vegetable does not. A soup tureen generally has handles and a lid with or without a slot and frequently includes an underplate. If a slot is included frequently a serving spoon in the same pattern is available.

Square Vegetable - An open serving bowl in a square shape.

Trivet  a trivet is used to hold hot pans so as to avoid burning other surfaces. They can be wood, ceramic or metal. Usually ceramic ones are decorated with the same pattern as the china or dinnerware.

Murfield French Court
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Check our catalog for the brands of discontinued china that we carry.  Fine China and dinnerware are listed on our catalog pages. Click browse Inventory to see them in full.


By Pritesh Jarodiya

Why Is Communication Necessary in a Business?

Effective business communication is necessary within an organization because it helps to bridge the gap between senior management and their subordinates at various hierarchical levels. Hence, it is necessary for companies to have a systematic communication system within the company. Here are some ways that highlight the importance of effective interaction in a business.

Helps to Know your Audience

The communication skills within a company are useful in the interaction between employees. By interacting with each other and their senior management through proper channels, employees can be aware of their role. Information is collected by interacting and communicating within a business. This information is vital for smooth functioning of the firm. Having the right skills helps to develop understanding between employees and the senior management.

Establishing Channels

Choosing the right communication channel is the most important aspect of interaction. Different channels are used for sharing information with employees and senior management. Experts believe that having proper inter-organizational communication channels makes it easier for employees to communicate and exchange information. Detailed and significant information must be communicated through written forms like emails or memos. Calling meetings and delivering brief information verbally is effective. An email is a suitable tool for communication but highly sensitive information is best to be shared on a more secure channel.

Communication is intended to be both sided. Don't just talk because you are the leader without listening to anyone else. Encourage them to open up so you can be well guided when communicating in the future with them. You have two ears and one mouth so you must listen more than you speak.

Short but Effective Messages

Using a suitable language for communication within a firm is a necessary skill for effective communication. Business communication must be short, precise and to the point. Avoid unnecessary details while communicating through written messages. A good communication message must be:

· Direct

· Easy to remember

· To the point

· Honest

Effective communication helps the employees realize their importance as stakeholders in a business. Hence having effective communication skills absorb and share ideas in writing or verbally.

Excellent Interpersonal Communication Skills

Employers place special emphasis on the communication skills of employees, they prefer employees with soft skills and effective communication. For example, sales representatives must have communication skills to convince the customers about the sale. Communication skills could be the difference between a successful sale and a missed opportunity. This is the reason why communication skills are in high demand by several employers.

Invest in Training

It's important to remember that employees who lack soft skills won't develop them overnight. A strong training program is essential to empowering and guiding employees. Prioritize communications training, and encourage employees to get plenty of hands-on practice with the skills that they learn.

Remember that nothing is more important than asking firm or company leaders to model strong communication skills. Of course, it's also important to focus on soft skills during the hiring process. Letting employees know what's expected in terms of communication skills sets the stage for a positive work environment.

Apart from oral communication, employees must have useful skills for written communication. Some of the highly effective employees have the ability to communicate a compelling sales report together with writing complex intricate business plans. Every employer today prefers an employee with effective skills needed for interaction.


The Foundation-Stones

By Sylvia Simpson,2014-04-05 11:44
24 views 0
39 T T h h e e F F o o u u n n d d a a t t i i o o n n - - S S t t o o n n e e s s o o f f C C u u l l t t u u r r e e This text will pursue the question, what initially lead humankind to decorate walls of rock with scratched symbols. 1 At the beginning of the twentieth c..

    The Foundation-Stones of The Foundation-Stones of

    Culture Culture

    1walls of rock with scratched symbols.

    At the beginning of the twentieth century extensive and coloured paintings, which had been placed there thousands of years ago, were re-discovered in the caves of Altamira, Lascaux and other European sites. Long before these meanwhile famous and frequently cited murals were created, early cultures had cultivated the knowledge and talent of decorating bones and stone with scratched symbols. Even palaeolithic men are supposed to have used an

    engraved stone slab not primarily as a tool but as a cult-object in ceremonial burials. Prehistorics also link the oldest reliable evidence of the artistic

    2treatment of objects to the ritual attitudes of humanity towards death.

    Psychohistorics on the other hand, as the science of patterns in historical motives, emphasises mainly prenatal and birth-related experiences, as Lloyd

    3deMause specifies in his Grundlagen der Psychohistorie, when e.g. he explains

    that bones from prehistoric sites, furnished with notches and female symbols served as calendars. In his opinion these counting-out helps did not serve as a lunar calendar, like some scientists assume, but have been a help for the calculation of the menstruation.

Stylistics of early rock-scratchings Stylistics of early rock-scratchings

    Some of the first distinct elements found in rock scratchings are small cavities, the so-called cups, or grooves. They are circular polished cavities with a depth

    of usually 23 cm and a diameter of 46 cm. They are arranged in rows, parallel

    columns, circles or randomly spread over the rock surface. These cups are often interpreted as sacrificial bowls. Some of these cavities however, are to be found in such slanted walls, that they could not have served as a receptacle. Further elementary symbol are grooves, long straight lines that do not appear just

    4sporadically but also as seemingly arbitrarily overlapping grid patterns. These

    structures are not always looked at as an expression of conscious design, they

    56are sometimes dismissed as „playful scribblings“. Moreover vulva-symbols

    can be found, consisting of purposely constructed lines or geometric symbols containing dots, circles, squares, waved or zigzag lines.

    These geometric symbols are a leit-motif throughout the art of rock-drawing.

    7They can be found at the oldest dated sites as well as in all later eras. From

    these symbols I would like to show to what extent a universal motif can be found in the history of humanity, a motif that reflects the “necessity”, that firstly

    initiated the storage of information via rock-scratchings, i.e. in a manner relatively independent from speech or gestures. In my opinion the circle-, maze-, spiral- and ray-designs here, that can be found world-wide on boulders, do not generally symbolise the celestial orbit of the sun or other physical phenomena. Equally the interpretation of many elementary symbols (wave, circle, zigzag lines) as decorative frills to early cult-expressions needs to be examined, as the following will show. Whereas we have to keep in mind, that neither archaeology, 40

    nor any other scientific department can make exact statements towards the age of the development of rock scratchings. The dates appearing in literature are very rarely specified by a method of analysis beyond all doubt. They are often just assumptions by the authors, differing strongly from one another. But from overlie and weathering we can draw a comparatively safe conclusion towards

    8the relative age. Proceeding from these assumptions we can conclude, that in the beginning a similar graphic development in all the different cultural groups

    9of the world was made, concerning the creation of dot- and dash-symbols as

    well as the composition of complex pictures.

The small mammoth-ivory The small mammoth-ivory

    During an excavation in Siberia near Malta at Lake Baikal a small (13,5 by 8 cm) plate of mammoth-ivory was found. Both sides are decorated with indentures, the centre has got a hole which was probably used for a string, so that the plate

    10could be worn as an amulet.

    The different authors reporting on the object were not of the same opinion concerning the age, but shared the interpretation that the symbols on one side

    11showed three (cobra-) snakes. The snake symbol is often linked with death or

    the passage to the realms of the dead. This interpretion of the snake may be convincing on first sight, but for the time being I would like to disagree on the grounds of two relatively formal arguments.

    1) Although snakes are able to roll their bodies very tightly, they are not able to achieve a sharp angle of more than 90? like the objects on the amulet. 2) The snake’s tail-end is not open.

    12In his essay Die fötalen Ursprünge der Geschichte deMause clearly explains

    what lead him to the opinion, that the prenatal and birth-related experiences

    usually have a deep traumatic effect on every human being. In this context he gives an impressive description of an object, which has a stronger connection to human life than snakes: the afterbirth, consisting of placenta and umbilical cord. This object can also be represented as a disc-shaped form with a hose-shaped extension with sharp bends and turns leading into an open end. Following deMause’ approach, the objects on the ivory-plate have to be

    interpreted as placenta and umbilical cord. Similar pictures of the afterbirth can be found in many places and various designs, but they are rarely recognised as such.

    It is probably a problem of an affective defence in our culture towards the afterbirth. Because if the interpretation of such symbols as serpents is no longer tenable, one frequently falls back upon other naturalistic explanations (fish, tails, entrails) or abstract systems of representation (maps, trigonometrics, astronomical orbits), but rarely upon placenta and umbilical cord. Although the afterbirth is a vital organ, like e.g. the heart or liver, not much

    13attention is paid to it, it will rather be disposed of in a distressed manner. But

    when in the European societies of the twentieth century a continual perception of this organ is hindered by births behind closed hospital doors and fathers-to-be rather enter a pub than spend comfort during the labour-pains, it is not surprising that some researchers lost this object out of sight. A close look at the afterbirth is not a neglected sideline of obstetrics, but imperative regarding the mother’s health. An essential part of the midwifes work is the inspection, whether chorion and placenta have left the uterus completely. Because within a few days, undiscovered parts clinging to the uterus would lead to a blood-poisoning resulting in death. The knowledge about the importance of the complete excretion of the afterbirth is of existential importance to humans of all cultures and I regard the already mentioned circular designs as an advice and 42

    demand to control its completeness. Considering this objective, there is not necessarily a need for exact naturalistic descriptions of the afterbirth, which also would be quite difficult to execute with the comparatively simple methods of petroglyphs, but rather for simplifying symbols. A formal resemblance with the portrayed object would be a help towards understanding, but what basically matters here is a fundamental reference towards the abstract concept of “completeness”. Circles, spirals and mazes would be suitable according to formal as well as abstract aspects. But however, some historical reflections and a single amulet can not cancel out the persistent and regular

    misinterpretations, especially since psycho-historics can also offer only theories towards the context its origin.

    In contrast to this unique amulet a lot of rock scratchings can be found, where nearly identical serpents appear among other symbols. Groups of pictures with

    different kind of symbols can be found in the whole world on cave-walls, precipices and boulders. In these surroundings the interpretation I offer for the so-called snakes is substantiated many times: that in the prehistoric art zigzag- or waved lines connected to a circle symbolise umbilical cord and placenta. For these symbols of the afterbirth can often be found in a simply drawn scenic context showing birth. With this interpretation I am in opposition to the valid scientific opinion till now. But I maintain that these designs speak a clear language. Next to many geometric symbols a woman giving birth or bleeding from the abdomen can be identified as the central figure. Presently there is always the emphasises on the spread out legs and between them a line which shows the umbilical cord, leaking amniotic fluids or blood. Here and there a small figure can be seen between or next to the legs, symbolising the new-born. This kind of compositions are no regional exception, but can be found on all continents. I would like to describe three examples in more detail.

Nevada Nevada

    In the deserts of Nevada great boulders can be seen with geometric symbols

    14and figures. Sometimes it is just a single marking on the stone, sometimes the whole block is covered with pictures. The rocks are found outside settlements in not easily accessible ground like mountain sides or dried up river beds. The

    15geometric symbols are very often circles and waved lines. Next to them simple

    strokes represent humans. These figures are nearly all shown in the same position (legs apart, arms spread out), but the execution, size or the details are very different. As if not a single person created many pictures but many persons put the same single subject into scene.

    The ethnological literature tells of many tribal cultures where women give birth

    16outside the village in secluded places. I interpret these figures and symbols as

    a reproduction of scenes of birth and I can well imagine that the rock scratchings are supposed to mark e.g. special places for birth. Places which have a reputation for a „helpful magical surrounding“ might have been visited more often and thus received more decoration. The scratchings could have the purpose to either document experiences and medical knowledge concerning birth as well as the aim of creating or thanking for a good omen. I don’t think they

    are the markings of hunters concerning game trails as some researchers

Peru Peru

    In a river valley in Peru there are also some places with petroglyphs. Here too geometric circle/ wave symbols and figures with spread out legs can be found on boulders outside of the villages in this area. The same choice of place and subject as in Nevada leads to the assumption that similar, if not identical contents are to be conveyed. These individually designed figures with astraddled legs reflect the different possible stages and events during birth. So

    18these figures would be delivering women and their new-born.

    In Peru there are also symbols in existence, in which the afterbirth is turned into independent beings. The umbilical cord/ placenta forms don’t appear just as

    abstract geometric symbols but are sometimes shown with eyes and mouth. What is represented in Siberia and Nevada as an impersonal object can appear here in the „disguise of a snake“ i.e. as a demonic being.

    Clearly the mythological snake still refers to the umbilical cord and placenta, as these designs show, like the amulet in Siberia, characteristics untypical of snakes, such as right angles and open body endings. In connection with prenatal sensory perception, especially the tactile experiences of the skin, which will be treated later, the radiant new interpretion of the umbilical cord as a snake might have stood not only in South America at the beginning of a

    religious doctrine which developed in later periods into snake-gods or

    serpentine elements in cults of fertility.

    In Meso-America this could have led to the god-king Quetzalcoatl („feathered

    snake“), who is shown as a young man looking out of the jaws of a feathered

    19snake and of that we hear that human life sprang from its blood. India has

    20stone slabs with snake symbols where childless women pray for an offspring.

Hawaii Hawaii

    In the middle of the Pacific lies the group of islands called Hawaii with great fields of rock from cooled-off streams of lava into which about 140,000 symbols

    21have been scratched. Lava suffers substantially from weathering compared

    with granite or other kinds of rock. Since the rock surfaces in Hawaii are under the open sky and exposed unprotected to wind, sun and sea, the oldest symbols are easily distinguished in accordance to their state. The islands have been inhabited for 1,200 years and the most ancient scratch-pictures have not been

    22estimated any older. But the same geometric symbols („cups“, lines or circles)

    can be found as in European rock-scratchings, which have an estimated age of about 30,000 years.

    The Hawaiian scratchings can be regarded as complete microcosm of graphic design. The hill called „Puuloa“ offers a good insight into the development of these symbols. The top of the hill shows nearly exclusively geometric symbols in a very weathered state. The nearer we get to the edge of the rock-formation, the more diverse and detailed the symbols get. Here we find accurately worked figures or whole groups of figures. Most of the figures are shown frontally with their legs spread apart. Over all there is no systematic overlapping of older symbols. The work obviously just continued at the edges of the decorated hill. (It is no surprise to me, that later pictures contain sailing-ships, horses, churches and Latin characters. These pictures derived from the contacts with

    thEuropean seafarers and missionaries, which have visited Hawaii since the 18

    century. The inhabitants might have thought them very „alien“, but unlike some

    esoterically inspired people I don’t believe these aliens to have come from outer

    The „Puuloa“ hill is very interesting, because an oral explanation has been

    23recorded for the „cup“-motif. 1914 an original inhabitant told, that these

    „cups“ were used as a receptacle for a piece of the umbilical cord of the new-born child. Right after birth a „Piku“-hole, as the „cups“ are called here, is

    chiselled out of the lava-ground and a piece of umbilical cord is inserted. This is supposed to be a good omen for the child. The name of the hill „Puuloa“ can be translated as „hill of long life“. So it is not a classic burial-ground, where

    homage is paid to the dead ancestors, but a “birth-ground”. Scientists of the

    Bishop-Museum have interpreted some of the figural designs in Hawaii as scenes from the parturition and the geometric symbols, like the circle/ wave-

    24motif not as a snake, but as the placenta.

Venus-phenomena vs. match-stick man Venus-phenomena vs. match-stick man

    Plastic portrayals of humans, with an estimated age of approx. 23,000 to 25,000

    25years, are without doubt a reproduction of women. Breasts, pelvis, belly and

    privy parts are accentuated, whereas the head and the lower extremities are partially just suggested. This famous prehistoric venus-reproduction is not a unique phenomena, but exists in great numbers and constitutes the greater part

    26of stone-age sculptures. This makes it even more astonishing, that the rock-

    scratchings figures are nearly exclusively interpreted as males: they are supposed to have been made by men and show these men. In my opinion this seems to be a penis-orientated point of view, a point of view quiet predominant in literature on prehistorics, even in cases where the shape as well as size make

    27such a conclusion quite ridiculous. The third leg, that seems to be growing out

    of the abdomen in some early rock-drawings, does not need to have any connection with the penis. There has probably never been and is no yard-long penis. The long, often wavy or bent lines are better interpreted as a symbol for

    the umbilical cord and the circle/ wave motif better as a reproduction of the afterbirth.

    On the other hand, there are of course stone-age pictures which show

    28unquestionably men. These show the primary sexual organs, if shown at all, in quite realistic proportions. In contrast to the already described figures in Nevada, Peru and Hawaii, the stylistic elements of such scenes are often of a more mature kind, as if these pictures were built upon an earlier painting tradition. The figures are usually of nearly equal size and arranged in groups, which enables the description of group-experiences rather than mainly individual experiences. The design of places, where the initiation-rites for young boys are held and where the circumcision takes place, show too rock-

    29drawings nearly identical to the reproductions of birth-scenes. In my opinion

    the long groove between the legs also represents blood and does not primarily refer to the penis. Some male-groups of Australian hunting-tribes claim the exclusive right to the setting of these symbols. Under the penalty of death, it is forbidden for women of the tribes to enter such places or make these designs themselves. These male-dominated pictures are a matter of a later historic (or psycho-historic) development, where men imitate female patterns and try to superimpose it with a claim of omnipotence. The first rock-drawings, as foundation-stones of culture, surely don’t show “match-stick men”, no dancing

    men with dangling penises, but belong to the context women and the problems

     We have to go back into the times before the “penis-envy” and of birth.

    “castration-complex” regime, i.e. to pass through the prehistoric pilfering and its Freudian Reflection (to execute the inversion of a twofold inversion) in order to return the robbed meaning to the sacred objects of birth.

    The choice of perspective is noteworthy in which humans are shown on the rock-surface. In contrast to the representation of animals, who are shown nearly 48

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Abstract: The terrorist activities and threats have become growing problem now a days all over the world. A bomb explosion within or immediately nearby a building can cause catastrophic damage on the building's external frames, collapsing of walls and internal structural frames. Many of the existing buildings which are not designed for blast loads get damaged or even fully collapsed when subjected to such loadings. Therefore explosive load or blast load are important for designing structure. In present study a five story rc frame structure has been chosen for investigating the effects of blast loads. The blast load parameters are determined by adopting wave scaling laws given in u.s army technical manual unified facilities criteria structures to resist the effects of accidental explosions (ufc3-340-02) and dynamic analysis is performed using staad pro in order to determine the effects of blast impact on the structures.

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The draw for the 2018 football World Cup has taken place on the Kremlin. The primary FA rules still contained components which might be now not a part of affiliation football, however which are nonetheless recognisable in different games (equivalent to Australian football and rugby football): as an example, a player might make a fair catch and claim a mark , which entitled him to a free kick; and if a participant touched the ball behind the opponents’ purpose line, his facet was entitled to a free kick at objective, from 15 yards (13.5 metres) in entrance of the aim line.

With the arrival of full-time professionals in the early Nineteen Nineties, and the consequent dashing up of the game, the 5 metre off-side distance between the two teams became 10 metres, and the replacement rule was superseded by varied interchange guidelines, amongst different adjustments.

In 1862, J. C. Thring, who had been one of many driving forces behind the unique Cambridge Guidelines, was a grasp at Uppingham College and he issued his own rules of what he known as “The Easiest Game” (these are also referred to as the Uppingham Guidelines).

The first direct reference to scoring a purpose is in John Day ‘s play The Blind Beggar of Bethnal Inexperienced (carried out circa 1600; revealed 1659): “I’ll play a gole at camp-ball ” (an especially violent variety of football, which was popular in East Anglia ). Equally in a poem in 1613, Michael Drayton refers to “when the Ball to throw, And drive it to the Gole, in squadrons forth they goe”.

The early types of football performed in England, sometimes referred to as ” mob football “, would be played between neighbouring cities and villages, involving an infinite number of gamers on opposing teams who would clash en masse, 29 struggling to maneuver an item, akin to inflated animal’s bladder 30 to specific geographical factors, corresponding to their opponents’ church, with play taking place within the open space between neighbouring parishes.


Observe an "After-image."

For many years scientists were skeptical that such a strange phenomenon as ball lightning, (a hissing, glowing sphere a few inches in diameter, sometimes seen after a regular lightning strike) even existed. Some theorized that the ball was only an optical illusion in the viewer's eyes. A so-called "after-image" caused by the brilliance of the regular lightning strike.

Scientists are beginning to believe in ball lightning as a real physical effect now. Still, our eyes do hold after-images when we see something. When we see a bright flash it "stuns" the cells at the back of our eyes that transmit the image to our brain. For that reason the cells may continue signaling the brain that they see light even after the actual flash has disappeared. As those cells go back to normal they are "tired" from transmitting and their signal will be weaker for a while than the other cells not affected by the flash. For this reason the after-image will turn from being bright to being dark in a few seconds.

You can see an after image even without a flash. Since different cells at the back of our eye detect different colors, we can generate a color after-image.

STEP 1: Look at the diagram below and stare at the red ball in the right hand section while you count to forty.

STEP 2: Shift your eyes to the left-hand section.

STEP 3: Notice that you can see a blue/green tinted ball on a purple tinted background.

While looking at the red ball on the green background your cells responsible for signaling the brain about those colors got tired. When you shifted to the white section those cells couldn't produce a strong a signal as the others. White, which is the sum of all colors, minus the green signal, looks purple. White, minus the red signal, looks blue/green.

Copyright Lee Krystek 1996. All Rights Reserved.


A perceptron is a simple kind of neural network. A perceptron may have m weighted inputs and a bias, which are summed. This sum is passed through a hard limit transfer function, which forces the output to one if the input is greater than or equal to zero, or to zero if the input is less than zero. This hard limit function is what makes a perceptron a perceptron. More general neural networks can use many different transfer functions.

A neural network consisting of a single node can classify input vectors into one of two categories. In general, a perceptron network with n nodes can classify input vectors into n^2 categories.

A single layer perceptron network can be trained using the perceptron learning rule. More complex networks use backpropagation training.

An example perceptron might have two inputs:

p1 --> w1 --> | ---- |
              | \    | --> hardlim(p1w1 + p2w2 + b) --> a
p2 --> w2 --> | /    |
              | ---- |

In this example, the input vector P is (p1, p2), and the weight vector is (w1, w2). The input is weighted and summed together with the bias, and then passed to the hard limiter, so we have:

a = hardlim(PWT + b)

If p1 and p2 are either 1 or 0, and the weight matrix is (0.5, 0.5), and the bias b is -1, then this perceptron performs the boolean AND function. Example:

hardlim((1 0)(0.5 0.5)T + (-0.9)) = hardlim(-0.4) = 0

hardlim((0 1)(0.5 0.5)T + (-0.9)) = hardlim(-0.4) = 0

hardlim((0 0)(0.5 0.5)T + (-0.9)) = hardlim(-0.9) = 0

hardlim((1 1)(0.5 0.5)T + (-0.9)) = hardlim(0.1) = 1

There are many combinations of weights and bias's that can produce the same output.

If the perceptron has two inputs, then one can graph those inputs by placing the first input on the x axis, and the second input on the y axis. A decision boundary defined by the weight vector can be made to intersect this plane, so the all of the inputs on one side of the line correspond to an output of zero and all of the inputs on the other side of the line correspond to a one.

If the weight vector is (1 0), then we can see that the output doesn't depend on the second input at all; the decision boundary is a vertical line at x=0 (assuming a bias of zero).

The bias input serves to move the decision boundary off of the origin. If we again have a weight vector of (1 0), and a bias of 1, then the decision boundary has moved to x = -1 (a = hardlim((-1 1) (1 0) + 1) = hardlim(-1 + 1) = hardlim(0) = 1). Any value for p1 greater than or equal to -1 results in an output of 1, while a p1 < -1 give a result of 0.

If the perceptron has three inputs, then the input space becomes a volume, and the decision boundary becomes a surface. Higher dimensions are hard to visualize.

Computational Intellegence class notes, from memory as practice.


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As we are challenged with thinking about math in a different way than many of us learned, it’s helpful to stop and think about how we are spending our time and channeling our efforts. I share with you an interaction that I had with an educator at a recent professional development event.

We just finished watching a video of the “Concept Development” and “Debrief” of a 3rd-grade lesson and were discussing the “aha’s” that we had gained from watching the video. The teacher raised her hand and shared her “aha” moment, “There was no SMART Board,” she said, “there was no SMART Board in the classroom, and the kids still learned!”

The classroom in the video was equipped with a simple whiteboard that the teacher and students were utilizing to work out example problems. The kids were actively engaged in their learning; they were discussing the math, participating in the activities, and smiling.

This was a pivotal moment for that educator. “I’ve been spending hours each night preparing lessons so that they look pretty,” she said, “imagine if I spent all of that time learning the math and preparing for the lesson instead of wasting time creating something flashy. The kids don’t need that. What they need is good math instruction.”

Let’s think about the truth in her words. The use of technology doesn’t make the lessons meaningful, the teacher does. What is really important? If we have only an hour to prepare for the next day’s lesson, how are we going to spend it?

This post is by Mary Jones, a former teacher, who is a Grade 4 writer for the Eureka Math curriculum.


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