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The following sections constitute a nonexhaustive collection of materials and information that may be of use in finalizing an opinion for release. As soon as possible, review and submit any final precheck changes to the Publications Unit for incorporation into the opinion. It happens occasionally that, as an opinion changes from draft to draft, headings or subheads are deleted so that the original outline scheme is no longer correct. The usual sequence for centered outline headings and subheads in Supreme Court opinions is: I, A, 1, a, (1), i. Finally, a period should not accompany an outline heading or subhead except in the rare instance in which a division title follows immediately. The inferior running head designating the type of opinion is created automatically from information input by chambers when filling in the Opinions 2003 box. Both types of running heads, along with the caption, are automatically inserted into the opinion when it is converted from the draft to the circulation stage. Occasionally, running head information must be changed after the opinion is converted to account for a change in the name or identity of a party or a change in the nature of the opinion. All running head changes should be submitted by chambers to the Publications Unit. The following list sets forth the proper inferior running heads for the various types or portions of opinions. Partial no-majority opinion: Opinion of the Court (for majority parts); Opinion of -, J. Opinion concurring in part and concurring in judgment (or result): Opinion of -, J. Opinion concurring in part, concurring in judgment in part, and dissenting in part: Opinion of -, J. Appendix to opinion: Appendix to opinion of the Court or Appendix to opinion of -, J. The foregoing form may be adapted for use in the rare "split-majority" case, in which portions of two or more opinions are for the Court with respect to different points. Since the syllabus is not the work of the Court, but only of the Reporter of Decisions, see United States v. Partial joinders in a majority opinion should be set forth in that opinion or in another opinion in the same case, and full or partial joinders in a concurring or dissenting opinion should be stated in the opinion itself. If a partial joinder in a majority opinion is set forth in a concurrence, it need not also be reflected in the majority opinion. Another way to establish partial joinders or nonjoinders in a majority or principal opinion is to reflect them at the point of disagreement. Because of the presumption that Justices whose positions are not otherwise explained have joined the majority, special care must be taken in a rare "split-majority" case, in which portions of two or more opinions are for the Court with respect to different points. In such cases, all joinders (both full and partial) in each of the majority opinions should be set forth in full in a footnote to the opinion line, even if those joinders are otherwise explained in side opinions. Full and partial joinders in a concurring or dissenting opinion should normally be reflected in the opinion line. Nonparticipation by a Justice or Justices should be reflected in a paragraph immediately following the majority or principal opinion. In instances in which the majority shifts during deliberations, such that an opinion previously denominated as a concurrence or dissent becomes the majority and vice versa, care should be taken to adjust the "ante" and "post" references, see §9. Such adjustments will rarely be noted on precheck, since the final vote is usually not known until shortly before the case is announced. In instances in which the majority shifts during deliberations, care should be taken to adjust references to other opinions in the case to reflect the new status quo. Thus, for example, if an opinion previously denominated as a dissent becomes the majority, references to it in other opinions should be changed to allude to "the Court" or "the majority. In some instances in which a dissent has referred exclusively to "the majority" when referencing the opinion of the Court, the press has commented on the usage as showing disrespect. The foregoing types of adjustments will rarely be noted on precheck, since the final vote is usually not known until shortly before the case is announced. When opinions will include maps, charts, graphs, pencil drawings, advertisements, photographs, or appendixes that will be larger than the standard U. Reports text block, additional time may be required for specialized composition, camera work, or printing. Reports has varied significantly from Term to Term and even from case to case within particular Terms.
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The videotape of Carlos on the stage of a New York theater had been a favor granted by the magicians Penn and Teller, who were appearing there. They asked the audience just to give a big hand of applause; Alvarez, in smock and medallion, walked on; the audience dutifully applauded, Randi got his videotape, Alvarez waved goodbye, the show went on. But because the intellectual currency has been so debased, because credulity-New Age and Old - is so rampant, because skeptical thinking is so rarely practiced, no parody is too implausible. The forms are actually fossilized spiritual energy and are a great boon to the preparation of the Earth for the New Age. Of the Five, the ascended master wears one Atlantis crystal at all times close to his body for protection and to enhance all spiritual activities. Two have been acquired by kindly supplicants in the United States of America in exchange for the substantial contribution the ascended master requests. To produce what is always too little, the ascended master purifies himself and a quantity of pure quartz crystal fashioned into flasks. He then places himself and the crystals into a large copper bowl, polished and kept warm. For a twentyfour hour period the ascended master pours energy into the spiritual repository of the water. Simply holding the flask and concentrating on healing a wound or illness will produce astounding results. However, if serious mischance befalls you or a close one, a tiny dab of the energized water will immediately assist recovery. Westerners, in particular, are always demanding long-winded descriptions of why this, and why that. The leading television program in the country had gone out of its way to expose shoddy standards of fact-checking and widespread gullibility in institutions devoted to news and public affairs. None who had been taken in were willing to appear on a retrospective of the "Carlos Affair" scheduled for the following Sunday on Sixty Minutes. Alvarez, Randi, and their co-conspirators could have chosen any nation on Earth and it would have worked. Alvarez and Randi proved how little it takes to tamper with our beliefs, how readily we are led, how easy it is to fool the public when people are lonely and starved for something to believe in. Even with nothing more fraudulent than his appearance, sayings, and ancillary products, some people would have gotten better because of Carlos. Detailed follow-ups by Nolen, Randi, and many others of those who have been told they were cured, and agreed that they were - in, say, televised services by American faith healers-were unable to find even one person with serious organic disease who was in fact cured. As the Lourdes experience suggests, you may have to go through ten thousand to a million cases before you find one truly startling recovery. Several elderly attendees of the channeling at the Sydney Opera House were incensed after the Sixty Minutes expose: "Never mind what they say," they told Alvarez, "we believe in you. If they must cheat a little now and then, it serves a higher purpose, they tell themselves. But what worries me is that a Carlos will come along with bigger fish to fry-attractive, commanding, patriotic, exuding leadership. Most reporters, editors, and producers-swept up with the rest of us-will shy away from real skeptical scrutiny. Whatever it is, it will be accompanied by warnings about the dangers of skepticism. In the celebrated film the Wizard of Oz, Dorothy, the Scarecrow, the Tin Woodsman, and the Cowardly Lion are intimidated - indeed awed -by the outsized oracular figure called the Great Oz. But it would be as dangerous to rely on him to expose all the quacks, humbugs, and bunkum in the world as it would be to believe those same charlatans. Seances occur only in darkened rooms, where the ghostly visitors can be seen dimly at best. In twentieth-century parapsychology laboratories, there is the "observer effect": Those described as gifted psychics find that their powers diminish markedly whenever skeptics arrive, and disappear altogether in the presence of a conjurer as skilled as James Randi. A little girl who had been a co-conspirator in a famous nineteenthcentury flimflam -spirit-rapping, in which ghosts answer questions by loud thumping-grew up and confessed it was an imposture. She demonstrated how it was done But the public apology was largely ignored and, when acknowledged denounced.
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The text constructs, after all, two moments of what could be called true privacy, one culminating in a kiss, the other in a hug, between men. The hug occurs in what is twice aptly referred to as "the closeted interview" (1 4 1 9, 1423) in which Vere communicates to Billy the sentence of death. That is, it occurs or perhaps does not occur then, since the interview takes place not only in the closet of a small cabin but in the closet of a subjunctive grammar whose preteritive effect is to highlight the sacred/tabu importance of the single embrace by investing it with the maximally liminal ontological and epistemological standing: Beyond the c o m m u n i c a t i o n of the sentence, w h a t took p l a c e a t this interview w a s never k n o w n. But tell me whether or not, occupying the position we do, private conscience should not yield to that imperial one formulated in the code under which alone we officially proceed? The figure of Vere himself, meanwhile, is erotized and glamorized for the reader by the very process of his "struggle" and "sacrifice," in ways that, rather than eradicating the ideal of a Utopian androgyny, may be more efficiently repackaging it for symbolic circulation. C a p t a i n Vere in end m a y have developed the passion s o m e t i m e s latent u n d e r an e x t e r i o r stoical o r indifferent. T h e r e is privacy at the t i m e, inviolable t o the survivor; and holy oblivion, the sequel t o e a c h diviner m a g n a n i m i t y, providentially covers all at last. The face he beheld, for the moment one expressive of the agony of the strong, was to that officer, though a man of fifty, a startling revelation" (1419). Still, its chief audience is the narratorial audience -though how delicately, and therefore under what a steadily heightening pressure of narrative gloss and insistence, that audience is here in process of being forged should also be evident. I am almost ready to call the effect simply prurient-that is to say, simply sentimental -with the understanding that prurience and sentimentality are each in this usage the antithesis of simplicity and certainly each the very opposite of easy to understand or analyze. Note that this is the only sentence that does not share the equivocal grammar of its surround. Under such a definition, Captain Vere is, as I hope I have demonstrated, consummately a sentimentalizing subject, an active vvielder of the ruses of sentimentality for the satisfaction of needs that can he stably defined neither as public nor as private. But what then are we to say of the thoroughness with which Captain Vere is here narratively rendered, as well, in his embrace with Billy Budd as a sentimentalized object? Health/Illness For that matter, the rhetoric framing the "closeted interview" may remind us strangely of an earlier act of objectification, that of Claggart by the narrative. Beyond the c o m m u n i c a t i o n o f the sentence, w h a t t o o k place at this interview was never k n o w n. But in view of the c h a r a c t e r of the twain briefly c l o s e t e d in t h a t s t a t e r o o m, e a c h radically sharing in the r a r e r qualities o f o u r n a t u r e - s o rare indeed as to be ail but incredible minds however much cultivated- (1 4 1 8; emphasis added) to average s o m e c o n j e c t u r e s m a y be ventured. The double message by which the reader is constituted here, her contemptible "average mind" (exemplar of the "gadding world") attested by the same gesture with which she is taunted or flattered into creating for herself the hallucination of being shown a scene of male embrace that is actually being withheld from her, is obviously less violent and "less overtly sinister than the earlier interpellation of her "normal nature" as part of the creation of the homosexual Claggart. The sacralizing aura of the surrounding ethical designations may be the precise opposite of the odium attached to Claggart, but structurally the yoking of epistemological hyperstimulation ("all but incredible") with ontological inanition in this address also echoes that earlier one. And, indeed, while Claggart lives Veres relation to any diagnostic gaze is simply that he owns it. T h a t is t o say: T o w a r d the a c c o m p l i s h m e n t o f an a i m w h i c h in wantonness of a t r o c i t y w o u l d seem t o p a r t a k e o f the i n s a n e, he will direct a c o o l judgment s a g a c i o u s a n d s o u n d. T h e s e m e n are m a d m e n, a n d of the m o s t d a n g e r o u s s o r t, for their l u n a c y is n o t c o n t i n u o u s, but o c c a s i o n a l, evoked by s o m e special o b j e c t; it is p r o t e c t i v e l y secretive, which is as m u c h t o say it is selfc o n t a i n e d, so t h a t w h e n, m o r e o v e r, m o s t active it is t o the average m i n d n o t distinguishable f r o m sanity, a n d for the reason above suggested: t h a t w h a t e v e r its a i m s m a y be - a n d the aim is never declared - the m e t h o d and the o u t w a r d p r o c e e d i n g a r e always perfectly rational. N o more trying situation is conceivable than that of an officer subordinate under a captain whom he suspects to be. In obedience to Captain Vere he communicated what had happened to the lieutenants and captain of marines, saying nothing as to the captains state. In this sense it seems a peculiarly privileged discourse, the only tool in the text powerful enough to wrest itself out of the grasp of even the coolest single operative. The characteristic Melvillean point that "military medicine" and, later in the story, "military religion" resemble "military music" and "military intelligence" in being irreducible oxymorons, however, is not the last word, insofar as oxymoron has become the site not simply of impasse but of the immense productive power of the strategically located, strategically maneuvered double bind. To Vere, to the story, and to the little world of the Belu^otent two things are happening together, then, in the wake of the death of Claggart. The uses he needs to make of the categories "public" and "private," and the increasing stress and visibility of his doing so, evoke in him a new, almost Nixonian verve and recklessness in exploiting and transgressing their boundaries. That is a vulnerability, not to the already accounted-for suffering or selfdivision he embodies, but to the exactions of embodiment itself. As an object of view -for his officers and men, but most of all for the narrative itself-the Nixonized Vere becomes subjected, in a way that he cannot, after all, bring under single-handed control, to the indignities of taxonomy, circulation, and ocular consumption. Nixonlike, he is most taxonomically vulnerable at the very moments when his strategy of embodiment is working most powerfully: competence and craziness, or discipline and desire, seem dangerously close to one another as they become manifest through the staged body.
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Incorporating Culture and Diversity in Understanding Genetic and Environmental Influences on Human Development Chair: Jinni Su Discussant: Josй M. Doane, Kathryn LemeryChalfant Examining Gene-Environment Interactions in Trajectories of Alcohol Use Disorder Symptoms Among African American College Students Jinni Su, Sally I-Chun Kuo, Jacquelyn L. Dick Higher Education Attainment: Individual and Contextual Pathways Associated with an Educational Attainment Polygenic Score Jill A. Lalongo the Publication Gender Gap in Developmental Psychology Erica Wojcik, Darko Odic the Branching Pipeline: Understanding How Career Switches Affect Gender Gaps across Fields Andrei Cimpian, Aniko Hannak, Kenneth Joseph, Daniel Larremore Awards and recognition in academia: gender and prestige Virginia Valian, Abigail J Stewart (Event 3-120) Paper Symposium Room 324 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-120. Neurodevelopmental Consequences of Parenting and Family Adversity: Brain Imaging Findings from Three Cohort Studies Chair: Amanda Morris Discussant: Jennifer Hays-Grudo Family Relationship Quality and Adolescent Neural Processing of Risk Taking Eva H. Kerr, Florence Breslin, Henning Tiemeier, Martin Paulus Parental Conflict from Pregnancy Onward and Preadolescent Brain Development: the Mediating Role of Child Problem Behavior Henning Tiemeier, Yllza Xerxa, Pauline Jansen, Ryan Muetzel, Tonya White (Event 3-121) Paper Symposium Room 325 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-121. Lerner, Jacqueline V Lerner, Kate Williams, Guillermo Iraheta, Alistair Sim Developmental Change in Psychophysiological Systems: Lessons from Computational Biology Nilam Ram, Xiao Yang, Lisa Gatzke-kopp (Event 3-122) Paper Symposium Room 326 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-122. Socialization of Cognitive and Socioemotional Development Across Cultures Chairs: Tatiana Yasmeen Hill, Natalia Palacios Family Socialization in Black and White Families in Relation to the Development of Self-Regulation Tatiana Yasmeen Hill, Natalia Palacios Childhood Self-Control and Adjustment in Early Adulthood: the Contribution of Maternal Support Rui Fu, Xinyin Chen, Dan Li, Li Wang the Role of Siblings and Familism Values in the Science Motivation of Mexican-Origin Adolescents Kayla Puente, Sandy Simpkins (Event 3-124) Paper Symposium Room 329 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-124. Charlesworth, Mahzarin R Banaji (Event 3-123) Paper Symposium Room 328 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-123. Bush Contributions of Autonomic Activity to Neural Indices of Attention and Inhibitory Control in Preschool-age Children Ryan Giuliano, Leslie Elizabeth Roos, Christina Karns, Theodore Bell, Elizabeth A. Skowron, Eric Pakulak (Event 3-125) Paper Symposium Room 330 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-125. Understanding and Empowering Student Learning and Development: From Cognitive Neuroscience Lab to student learning promotion Chairs: Sha Tao, Akaysha Tang Biological Foundations of Learning Enhancement- Translational Issues in Science of Learning Akaysha Tang How Explicit Skill Training Helps Brain Learn to Read A Second Language Efficiently Sha Tao, Cuicui Wang, Zhen Yang Neuroplasticity Based on Formal and Informal Musical Activities Mari Tervaniemi, Vesa Putkinen, Minna Huotilainen the Neural and Behavior Correlates of Response Inhibition and Psychopathology in Children with and without Reading Difficulties Qinxin Shi, Huilin Sun, Marike Deutz, Steven Woltering (Event 3-128) Paper Symposium Room 339 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-128. Hostinar, Mary Dozier Close Relationships in Adolescence and Adulthood as Predictors of Inflammatory Markers in Midlife Jessica A Stern, Katherine B Ehrlich, Jason Jones, Margaret E. Kemeny, Emma Adam, Jacque Eccles, Jude Cassidy Hostile Conflict and Jealousy in Early Romantic Relationships Predict Interleukin-6 and Sleep Problems into Adulthood Emily Loeb, Meghan Costello, Jessica Kansky, Joseph Allen (Event 3-127) Paper Symposium Room 332 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-127. Burris, Susan M Rivera Gaze following is advanced in deaf infants of deaf parents Rechele Brooks, Jenny Singleton, Andrew Meltzoff (Event 3-129) Paper Symposium Room 340 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-129. Examining Novel Predictors of Maternal Sensitivity during Infancy within the context of Risk Chair: Kristyn Wong Discussant: Sherryl Goodman Prospective Associations between Maternal Smoking Status During Pregnancy and Parenting Behaviors at Six Months Postpartum Meaghan McCallum, Katelyn Borba, Alana Corey, Cynthia Nguyen, Chantelle Ward, Stephanie H. Parade, Laura Stroud Prospective Prenatal Predictors of Maternal Sensitivity Nila Shakiba, Mindy Brown, Sarah Terrell, Brendan Ostlund, Sheila Crowell, Elisabeth Conradt Exploring the Moderating Role of Infant Sleep Variability between Infant Temperament and Maternal Sensitivity Kristyn Wong, Stephanie H. Schlueter, Samantha Brown, Eliana HurwichReiss, Elly Miles, Tiffany Koppels, Julia Dmitrieva, Sarah Enos Watamura Sensitive and Biologically Regulated Parents Buffer Emotionally Dysregulated Preschoolers from Elevated Levels of Hair Cortisol Katie Kao, Charu Tara Tuladhar, Jerrold S. Meyer, Amanda Tarullo (Event 3-132) Paper Symposium Room 343 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-132. Barker, Sonya V TrollerRenfree, Edward M Bernat, Maureen E Bowers, Santiago Morales, Lindsay C Bowman, Heather Henderson, Daniel Pine, Nathan Fox Can Positive Parenting Promote Aggression Regulation After Negative Social Feedback? Examining the Development of Conformity Across Diverse Social Contexts Chairs: Jennifer M. Clegg, Stephanie Estrera, Cristine H Legare Children Judge Others Based on Their Conformity with Conventional Food Choices Jasmine DeJesus, Emily Gerdin, Kathleen R. Sullivan, Katherine Kinzler (Event 3-133) Paper Symposium Room 344 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-133. Newcombe, Wenke Mohring Longitudinal Relations Among Spatial and Numerical Skills in Pre-k to Fourth Grades Elizabeth Gunderson Age-Dependent Contributions of Executive Functions and Visual-Spatial Skills to Mathematical Achievement Wenke Mohring, Tobias Kahl, Robin Segerer, Alexander Grob Brain Space: Improving Spatial and Mathematical Thinking with Instructional Videos Katie A. A Multicultural Perspective on Values and Positive Developmental Outcomes Chairs: Ella Daniel, Maya Benish-Weisman Value Profiles during Middle childhood: Developmental Processes Ella Daniel, Maya Benish-Weisman, Joanne Sneddon, Julie Lee the Relations between Value Congruence and SelfEsteem among Adolescents Maya Benish-Weisman, Ella Daniel, Kristina McDonald Discrimination and Ethnic Socialization Predicting Familism Values and Prosocial Behaviors among U. Pierotti, Gustavo Carlo, George Knight (Event 3-134) Paper Symposium Room 345 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-134. Rosengren, Martha W Alibali Understanding Natural Selection is Associated With Decreased Essentialist Thinking about Biological Variability and Change Samuel Ronfard, Deborah Kelemen (Event 3-137) Paper Symposium Room 348 (Baltimore Convention Center, Level 3) Saturday, 12:45pm-2:15pm 3-137. Ellwood-Lowe, Alison Gopnik, Tania Lombrozo Do Young Children Have a Subjective Social Status?
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Cognitive and motoric functioning of sons of alcoholic fathers and controls: the early childhood years. Gender differences in mental health before and after retirement: A longitudinal analysis. Mode of debriefing as a factor affecting subjective reaction to a Milgram-type obedience experiment: An ethical inquiry. Questionnaire design, return rates, and response favorableness in an employee attitude questionnaire. Marital disruption, parent-child relationships, and behavior problems in children. Imaginal elaboration of illustrations to facilitate fact learning: Creating memories of Prince Edward Island. Differential treatment of siblings: Interview and diary analyses comparing two family contexts. Parental caregiving and child externalizing behavior in nonclinical samples: A meta-analysis. Information processing in gifted versus nongifted African American, Latino, Filipino, and White children: Speeded versus nonspeeded paradigms. Beyond calendar definitions of age, time, and cohort: the general developmental model revisited. Age difference patterns of psychometric intelligence in adulthood: Generalizability within and across ability domains. Planning ethically responsible research: A guide fOr students and internal review boards. Goals for solving everyday problems across the life span: Age and gender differences in the salience of interpersonal concerns. The breathing bear with preterm infants: Effects on sleep, respiration, and affect. A strengths perspective: An ethnographic study of homeless Ethical standards for research with children. Measuring dyadic adjustment: New scales for assessing the quality of marriage and similar dyads. Masculinity and femininity: Their psychological dimensions, correlates, and antecedents. Concepts in developmental theories of reading skill: Cognitive resources, automaticity, and modularity. Knowledge growth and maintenance across the life span: the role of print exposure. Negative correlates of part-time employment during adolescence: Replication and elaboration. Family ties and marital happiness: the different marital experiences of Black and White newlywed couples. Cultural effects on sex role images in elementary school books in Iran: A content analysis after the revolution. Delays that can cause death: Debate grows over when to publicize lifesaving research findings. The assessment of psychological states through content analysis of verbal communications. Not just "ghosts in the nursery": Contemporaneous intergenerational relationships and parenting in young African-American families. A multimethod study of problem behavior among Thai and American children in school: Teacher reports versus direct observations. Epidemiology of behavioral and emotional problems among Thai and American children: Teacher reports for ages 6 -11. Contributions of cognitive training research to understanding late life potential. Changing the Subject: Archives, Technology, and Radical Counter-Narratives 105, of Peace. An article in Radical Teacher 105: Archives and Radical Education included an incorrect version of Changing the Subject: Archives, Technology, and Radical Counter-Narratives of Peace by J.
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What rewards are religious skeptics given by the established religions -or, for that matter, social and economic skeptics by the society in which they swim? No contemporary religion and no New Age belief seems to me to take sufficient account of the grandeur, magnificence, subtlety and intricacy of the Universe revealed by science. The fact that so little of the findings of modern science is prefigured in Scripture to my mind casts further doubt on its divine inspiration. He is facing anomalies, apparent paradoxes in physics; "asymmetries" he calls them. Take, for example, the reciprocal electrodynamic action of a magnet and a conductor. The observable phenomenon here depends only on the relative motion of the conductor and the magnet, whereas the customary view draws a sharp distinction between the two cases in which either the one or the other of these bodies is in motion. For if the magnet is in motion and the conductor at rest, there arises in the neighbourhood of the magnet an electric field with a certain definite energy, producing a current at the places where parts of the conductor are situated. But if the magnet is stationary and the conductor in motion, no electric field arises in the neighbourhood of the magnet. In the conductor, however, we find an electromotive force, to which in itself there is no corresponding energy, but which gives rise-assuming equality of relative motion in the two cases discussed-to electric currents of the same path and intensity as those produced by the electric forces in the former case. Examples of this sort, together with the unsuccessful attempts to discover any motion of the earth relative to the "ether," suggest that the phenomena of electrodynamics as well as of mechanics possess no properties corresponding to the idea of absolute rest. They suggest rather that, as has already been shown to the first order of small quantities, the same laws of electrodynamics and optics will be valid for all frames of reference for which the equations of mechanics hold good. For now, we can perhaps recognize that the language is spare, technical, cautious, clear, and not a jot more complicated than it need be. Contrast its restrained tone with, say, the products of modern advertising, political speeches, authoritative theological pronouncements -or for that matter the blurb on the cover of this book. Which experiments suggest themselves often depends on which theories currently prevail. That there is such a place as the center of the Universe, and that the Earth sits in that exalted spot was once obvious. At the end of all this work, through careful experimentation, the idea is found to be worthless. So the physicist discards it, frees his mind from the clutter of error, and moves on to something else. In all uses of science, it is insufficient-indeed it is dangerous-to produce only a small, highly competent, well-rewarded priesthood of professionals. Instead, some fundamental understanding of the findings and methods of science must be available on the broadest scale. It is why so many graduate students in science and engineering at American universities-still the best in the As the pioneering physicist Benjamin Franklin put it, "In going on with these experiments, how many pretty systems do we build, which we soon find ourselves obliged to destroy? The corollary, one that the United States sometimes fails to grasp, is that abandoning science is the road back into poverty and backwardness. Science alerts us to the perils introduced by our world-altering technologies, especially to the global environment on which our lives depend. For the first time in human history we are able to secure a real understanding of some of these matters. In the long run, the greatest gift of science may be in teaching us, in ways no other human endeavor has been able, something about our cosmic context, about where, when, and who we are. Science and democracy began -in their civilized incarnations -in the same time and place, Greece in the seventh and sixth centuries B. Science confers power on anyone who takes the trouble to learn it (although too many have been systematically prevented from doing so). Science thrives on, indeed requires, the free exchange of ideas; its values are antithetical to secrecy. Both demand adequate reason, coherent argument, rigorous standards of evidence and honesty. It is a bulwark against mysticism, against superstition, against religion misapplied to where it has no business being. The more widespread its language, rules, and methods, the better chance we have of preserving what Thomas Jefferson and his colleagues had in mind.
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Or what if the encounter had taken place, not in the theatre, but at the opera house, a museum, or even a pub? By pulling back a bit like this, we quickly see that although the probability of any one coincidence is indeed quite low, the probability of the union of all such coincidental events can be quite high. Our sense of astonishment when confronted by coincidence can thus be traced to our intuitive tendency to assess the likelihood of the intersection of the specific events that did occur, rather than the union of all similar outcomes that might have occurred. Many people approach the problem with a fairly accurate sense of the long odds against a particular pair of people having the same birthdate (approximately 1/365), but they fail to appreciate how many different pairs of people there are (253) in a group of 23. Finally, people may be inclined to see some sort of guiding hand behind many coincidental events because of the powerful emotions these experiences often produce. Premonitions tend to elicit paranormal explanations as much or more as a startling coincidence. Someone dreams about a plane crash and then hears about precisely that event on the evening news. Someone reminisces about an old acquaintance, and the acquaintance suddenly walks in the room. Premonitions strike people as compelling for the same reason that underlies the impact of coincidence-they seem too improbable to occur by chance. But given how often an active mind thinks of people, places, and events, the briefest reflection informs us that a person is almost certain to experience quite a few premonitions in a full lifetime. Death, for example, is a very frequent topic of dreams, and so it is hardly surprising if one such dream should happen to correspond to a real-world fatality. Premonitions are also precisely the kind of "one-sided" events (chapter 4) for which the successes stand out and the failures go unrecognized. People daydream about long-lost friends all the time, but little of the specific content of such reveries can generally be recalled-unless they should happen to be followed by an unexpected visit by that very same person. Against this background of selective recall, any one premonition looms as a much more impressive event than it really is. A man has a vague, unpleasant dream about riding in a plane that is out of control (or was it a boat? Dreams are particularly suspect in this regard because their multi-faceted, kaleidoscopic nature makes them something of a "one size fits all" premonition that is easy to fulfill. Psychologist James Alcock cites intriguing evidence of the retrospective nature of many prophetic dreams: Those who claim to have such experiences report that their prophetic quality disappears after he has them record their dreams! His popularity is thus truly baffling, particularly when one learns that he essentially made this admission about his predictions himself! Suppose that after visiting a relative you depart with a vague sense of unease: Your relative looks "different" in a way that you cannot quite identify. This unease leads to anxious dreams about the person, perhaps one in which he or she is harmed. Suppose, in addition, that two days later you learn that this same relative has been hospitalized with a serious ailment. Under these circumstances, it is hard to resist the conclusion that you have forseen this bad turn of events-you have. A rumination about a particular person may be triggered by some external event with which he or she is associated. That same external event, of course, can lead that same person to think about you and thus prompt a phone call. Here again, though, the important question is whether they occur more frequently than one would expect by chance. The notion that it is just coincidence may be difficult to accept for anyone who has had such a premonition and experienced all the powerful emotion and sense of awe they inspire. Intuitively, such awesome events demand more than mundane causes-certainly more than the implication that there is no cause at all. People generally believe the scientific community, even when it makes claims that seem bizarre or that conflict with the apparent lessons of everyday experience. Few quarrel with the claim that the earth is round or that it revolves around the sun, despite immediate experience that seems to suggest otherwise. People also readily accept the existence of quarks, black holes, and gaps in the ozone layer-entities that can be difficult to fathom.
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Utilizing their strengths means that you will start with the "known" in order to approach the "unknown. In fact, create a rough list of objectives for your class for the entire period that you will teach the class. In formulating objectives, ask yourself what it is that you want students to be able to successfully do by the time the lesson is ended. Many teachers write objectives by indicating what they are going to teach for example, "I will teach the verb to have," or "I will teach yes-no questions," or some teachers will write objectives that say "Students will learn how to. For example, a given lesson plan might include the following objectives: First of all, your objectives state your intention as to lesson content. Secondly, lesson objectives should be stated in terms of student behavior, that is, in terms of what the student will be able to do as a result of instruction. Students will · become acquainted with each other and call each other by first names. This detail is necessary for deciding on the materials, absolutely everything . For example, if you are going to teach the concept of cup, take a cup or a picture of a cup to class. Plan ahead Based on student needs and desires, determine short term lessons (perhaps one day), but also plan, tentatively, ahead, long term, perhaps for several days or a week. It is common for the beginning teacher to discover that she has run out of material and class is only half over. A good rule of thumb is to practice overplanning plan for several days ahead (long term). We want to know that students are learning and are they retaining what they are learning. There are two ways to answer these questions: · Students respond orally showing by the way they speak that they understand; · A second way is through a physical response what can they do in response to your commands. Then consciously use that plan, following the lesson, in order to plan for the next class, and make notes directly following class or even at breaks. In the traditional classroom, teachers will usually give a written test or a quiz. Also develop lessons on a spiraling basis; this means to dip back into previous lessons, especially where you have observed weaknesses, and review or use previously learned material to learn new material. Each day go back over the day(s) before and lead into the new lesson with previous skills taught. Activities Activities (what you are going to do) will enable you to "get to your destination" your "destination" being your objectives. Use Repetition Drills, Response/Question and Answer Drills, and Transformation Drills (as follows) for dealing with the concepts of time. Showing the clock face, the teacher gives as a cue the question regarding stating time and the student responds with the correct statement. In addition to using Repetition Drills, Response/Question and Answer Drills, and Transformation Drills for dealing with the concepts of time, use a game. The second team has the "clock" and must respond with the 109 correct statement and show the correct time on the clock face. Some are speech activities, some are listening comprehension activities, and others are combination of listening comprehension and speaking. Listening Comprehension Activities Dictation is an example of a listening comprehension activity for advanced students. There is a disadvantage, however - it must be remembered that you, the teacher, must look over this student work and correct it. This activity can be used for actually teaching vocabulary, phrases, and sentence structure or it can be used to reinforce listening comprehension. Using drills is a speech activity, with no reading and writing involved - a way of getting students to "talk" and use the language that you are trying to get them to learn. It allows students to "feel" the language on their tongues and hear themselves saying it.
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The hands-on work of excavating and exploring the texts in their historical context and stages of creation allowed students to see the relationships among activism and writing, ethics and cultural production, by showing students how these artistic and civic works interacted within their current cultural moment. It also facilitated the creation of a visual argument that made apparent the palimpsest nature of the main texts. Excavating the layers of Three Guineas (1938) through identifying parallels between the text and the reading notebooks9 Woolf kept before and during the writing of the text allows students to illuminate the ways in which Woolf used Three Guineas to combat patriarchy and the warmaking system. These notebooks contain typed out excerpts of meaningful quotes and passages, letters, newspaper clippings, ephemera from the 1930s, and other items. Arguing that although the light bulb was added to the mural late in the stages of creation, "the space was always reserved for politically-charged symbolism, first as a clenched fist, signifying a leftist salute, followed by a hand grasping a carrot, signifying a primitivist association of idyllic agriculture and simplicity. Through the assumption that women enjoy the societally infantilized image of themselves, men are justified in their goals of keeping women under their thumbs financially. It became a multimodal exhibition based on the guiding class questions, what is an ethical response to total war? The two Spring sections of the Peace Testimonies Writing Seminar worked diligently alongside Horowitz and Quaker & Special Collections staff to uncover intriguing materials. Each student, 24 in total, was responsible for choosing one item for the exhibition and writing an exhibit label which would be displayed with the item. While the label had a practical function in the exhibit production, it also gave students the opportunity to write for a public audience and required them to practice the difficult skill of writing concisely. Once each contributor had written their label, teams of student volunteers fact-checked, edited, and collaborated on the creation of the final texts for the exhibit. Working with these materials allowed students to engage the practices of archival recovery, and illuminated how the archives contain lost stories, waiting to be uncovered and retold. Large 1930s peace posters were framed and hung alongside the digital projections and vinyl decals. Fundraising pamphlets, journals, letters, memos, and reports were identified, studied, and exhibited in three cases that stand in the gallery space. This work empowered students to not only continue their interrogation of varieties of pacifism, but also to create connections among art, literature, and the activism of the Quakers. Yutong Li, writing a label for an undated poster that says "Demand New World Conference," brings together the notions of activist pacifism, Quaker relief efforts, positive peace, and the literary conversations of the 1930s. She notes that, "this poster, calling for a coordinated international effort in peace-building in place of force to deter war, sheds light on early explorations of what peace studies now call `positive peace. The interface between the hands-on archival work the students undertook and the digital humanities project lead to the launching of Testimonies in Art & Action: Igniting Pacifism in the Face of Total War. Quaker & Special Collections houses peace pamphlets, ephemera, letters, journals, and memos from the Aid Spain campaign, to which both the British and American Quakers were significant contributors. When planning for the class, Sarah Horowitz and Foster discussed the materials available and their relationship to themes of the class; they wanted students to have hands-on experience with original primary sources in addition to their engagement with the digitized archival material discussed above. Horowitz planned a class in Quaker & Special Collections in which students were introduced to using archival materials and were asked to think holistically about them: not just what could be gleaned from the text, but from their material nature; not only their place in the archive but also how they interacted with the literature students had been reading. Early in the Spring semester of 2015, Foster met with the Librarian of the College, Terry Snyder, and asked if she could display the student digital humanities projects for a day. Writing about another poster called "Conscription," Sydney Dorman interrogates larger ethical questions through the praxis of close reading. Christin Bowen maintains, however, that "Allegations that this photograph was staged. Sharim Jones points out that the picture Guerrillera "engenders positive feelings toward the cause of the Spanish people in fighting against the Fascist insurgents in Spain; it emphasizes the vivacious humanity of the Spaniards through endearing narratives and colorful imagery. Paradoxically, this painting screams for freedom in tones of war," thus drawing attention to the iterative cycles between art and war. Working on this exhibition, students came together to recover pacifist histories and construct counter-narratives of peace. The juxtaposition of student digital-humanities projects alongside student-curated special collections materials allowed students to engage with a multitude of sources, conduct archival research, and work hands-on with primary documents. Despite all the exhilarating moments, and despite the astounding quality and consistency of the work, there were some challenges. We would like to take a moment to mention some of the challenges we encountered, and would also like to imagine ways in which interwar and pacifist archival recovery can be conducted in institutions that lack the resources available at Haverford College.