Levine, Ross and Sara Zervos, "Stock markets, banks, and economic growth", World Bank Policy Research Working Paper Number 1690, December 1996
Do well-functioning stock markets and banks promote long-run economic growth? This paper shows that stock market liquidity and banking development both positively, predict growth, capital accumulation, and productivity improvements when entered together in regressions, even after controlling for economic and political factors. The results are consistent with the views that financial markets provide important services for growth, and that stock markets provide different services from banks. The paper also finds that stock market size, volatility, and integration with world markets are not robustly linked with growth, and that none of the financial indicators is closely associated with private saving rates.
The data is in Excel and Lotus format and includes the following variables:
- APT Integration and CAPM Integration: Measure of each stock market's integration with world equity markets based on Arbitrage Pricing Theory and the Capital Asset Pricing Model respectively (Sources: Korajczyk, 1996, 1994)
- Bank Credit Stock of credit by commercial and deposit-taking banks to the private sector divided by GDP (Source: International Monetary Fund's (IMF's) International Financial Statistics)
- Black Market Premium: Black market exchange rate premium (Sources: Picks Currency Yearbook through 1989 and then World Currency Yearbook )
- Capital Stock Growth. Growth rate in capital stock per person, available through 1990 (Source: King and Levine, 1994)
- Capitalization Average value of listed domestic shares on domestic exchanges in a year divided by GDP that year (Source: IFC's Emerging Markets Data Base (electronic version) and the IMF's International Financial Statistics)
- Government. Government consumption share of GDP (Source: IMF's International Financial Statistics and World Bank's World Development Indicators)
- Inflation Rate of change in the GDP deflator, if unavailable, consumer price index is used (Source: IMF's International Financial Statistics and World Bank's World Development Indicators)
- Initial Output Logarithm of real per capita GDP in 1976 (Source: IMF's International Financial Statistics and World Bank's World Development Indicators )
- Enrollment Logarithm of the secondary school enrollment rate in 1976 (Source: IMF's International Financial Statistics and World Bank's World Development Indicators)
- Output Growth . Growth of real per capita gross domestic product (Source: IMF's International Financial Statistics)
- Productivity Growth Output Growth minus 0.3 times Capital Stock Growth, available through 1990 (Source: King and Levine, 1994)
- Revolutions and Coups Number of revolutions and coups per year, averaged over the 1980s (Source: Arthur S. Banks, 1994)
- Savings Gross private saving as a percent of GDP, available from 1982 onward for countries classified as "developing" by the IMF and for the entire sample period for industrial countries (Source: Masson et al., 1995)
- Trade Exports plus imports divided by GDP (Source: IMF's International Financial Statistics and World Bank's World Development Indicators)
- Turnover Value of the trades of domestic shares on domestic exchanges over the year divided by the average value of domestic shares listed on domestic exchanges in that year.
Note: the file also contains additional tables in a file called ANNEXES.EXE or ANNEXES.ZIP (depending on which file is downloaded below). A description is included in the file.
Annexes for “Stock Markets, Banks, and Economic Growth”
The following four annexes contain additional sensitivity analyses for the paper “Stock Markets, Banks, and Economic Growth” by Ross Levine and Sara Zervos. Note, some of the variable names differ slight from those in the main text. Specifically, LRGDP=Initial Output; LSEC=Enrollment; REVCOUP=Revolutions and Coups; GOVI=initial value of Government; PII=initial value of Inflation; BMPI=initial value of Black Market Premium; BANKI=initial value of Bank Credit; TORI= initial Turnover; TVTI=initial Value Traded; MCAPI=initial Capitalization; VOLI=initial Volatility; CAPM=CAPM Integration; APM=APT Integration. Also, variables without the subscript “I” indicate that the value is averaged over the sample period, instead of an initial value. Also, in these regressions the CAPM and APT Integration measures have opposites signs to those in the main text.
Annex A: Changing the Conditioning Information Set
This Annex examines whether the results in the body of the paper are sensitive to changes in the combination of included regressors. As demonstrated in the 24 tables, the results are not sensitive to alternative constructions of the conditioning information set.
Annex B: Another Liquidity Measure
This Annex examines whether an alternative measure of stock market liquidity yields similar results. Here, we construct the liquidity indicators as the value traded ratio (total value of domestic equity transactions divided by GDP) divided by stock return volatility. This variable is called LIQGLCI. Large values of this liquidity indicator signal substantial trading relative to price changes. More liquid markets should support more trading with less price movement than less liquid markets (holding all else equal). There are many fewer countries with data on stock return volatility data than trading data. Moreover, high volatility may simply reflect the frequent arrival of information irrespective of transaction costs or the volume of trading. Put differently, all else may not be equal. Nonetheless, as shown in the table, this liquidity measures is also robustly linked with future economic growth.
Annex C: Contemporaneous Regressions
This Annex examines whether the results in the body of the paper are sensitive to the use of initial values. The initial value regressions regress the value of the growth indicators averaged over the 1976-1993 period on the values of the financial indicators measured in the initial year, 1976 (data permitting). With the more traditional contemporaneous regressions, we regress the value of the growth indicators averaged over the 1976-1993 period on the financial indicators also averaged over the 1976-1993 period. As illustrated in the following 5 tables, the contemporaneous regressions yield very similar results.
Annex D: Outlier Regressions
This Annex investigates whether the results in the body of the paper are sensitive to the removal of “outliers.” We use two procedures of identifying outliers. First, we use the procedure for identifying influential observations suggested by Belsley et al. (1980). This procedure identifies countries that exert a large effect on each equation’s residuals. As summarized in the following tables, removing these countries does not affect our conclusions. Second, we simply plot the two-dimensional relationship between each of the growth indicators and the stock market indicators after controlling for the other regressors. We then subjectively remove countries that seem to dominate the estimation results. Removing influential observations importantly weakens the relationship between the growth indicators and market size. The other results are not affected as illustrated in the following tables.
Annex E: More Countries Regressions
This Annex shows that, when we substantially enlarge the sample of countries by including countries where we impose zero for stock market liquidity and size, the results in the paper do not change on capital accumulation and productivity growth.


"But We Must Do the Wrong Thing!": Understanding the "Economic" Arguments Against Dealing with Global Warming: The market-based economics that I was brought upon had four principles:
- It is important to get the distribution of wealth right, or as right as you can, so that household willingness-to-pay properly represent social marginal values.
- It is important to get aggregate demand right--for the government to create the right amount of safe and of liquid assets to match shifting private sector demand and so make Say's Law true in practice if not in theory--so that the problems economic policy is dealing with are Harberger Triangles and not Okun Gaps.
- Then you can let the competitive market rip--as long, that is, as...
- You have also imposed the right Pigovian taxes and bounties to deal with externalities.
"But the Coase Theorem" you say? The Coase Theorem is three things:
- An injunction to carve property rights at the joints--to bundle powers, rights, obligations so that you have to impose as little in the way of Pigovian taxes and bodies as possible.
- A powerful way of thinking about whether the proper Pigovian taxes and bounties are best imposed through Article I processes (legislation) or Article III processes (adjudication).
- A thought experiment that, as Ronald Coase complained until the day he died, was seized by George Stigler for his own purposes and is much more often misinterpreted than applied.
The self-deluded who don't know what they're doing and the vested interests that fear they would be impoverished when we to do the right thing dealing with global warming are still holding on to their first line of defense: that global warming is not happening. They have, however, built a second line of defense: that global warming was happening until 1995, but then something stopped it, and it will not resume. And behind that is the third line of defense that they are now building which we are here to think about today: that we cannot afford to do the right Pigovian tax-and-bounty thing, for dealing with global warming will cost jobs and incomes.
This is the fifth policy-relevant case I have seen in recent years of the political right that claims to love the market system denying and abandoning the basic principles that underpin the technocrat judgment that the market system can and often is a wonderful social economic calculation, allocation, and distribution mechanism. It is almost as if their previous advocacy of the technocratic case for the market system was simply a mask for their vested interests. We have seen this in opposition to doing the right thing in financial regulation; in the management of aggregate demand; in the provision of the right level of social insurance in the long run; and in shifting the policy mix to partially offset the medium-run rapid rise in inequality. Milton Friedman and George Stigler always used to say that you were better off relying on market contestability rather than capture of old regulatory bureaucracies like the interstate commerce commission to deal with the market failures created by private monopoly, but the problems like excessive inequality and poverty on the one hand and pollution on the other required government action--a negative income tax in the first case, and a market-based antipollution policy via Pigovian taxes and bounties in the second. That is now, largely, out the window.
It is important to recognize what is going on here. ...
There's much, much more in the full post.


"RTI for Tots:" Blaming the Victim?
Education Week just published an article today that I found frightening: “Response to Intervention for Tots.” It’s not simply the content that’s scary – more about that in a moment. It’s the fact that the following highly respected organizations are collaborating on a joint position statement: The National Association for the Education of Young Children, the Council for Exceptional Children’s Division of Early Childhood, and the National Head Start Association. These three prestigious organizations are contemplating bring response to intervention to preschoolers!
“Response to Intervention.” Talk about “blaming the victim.” If a child doesn’t neatly fit into the cookie-cutter mold, he/she is provided with an “intervention” so the child can perform at the “expected” level – where he/she “should” be.
Hey, here’s a thought. Maybe kids develop at different rates and have different predilections/interests. Maybe there’s something flawed about the whole notion that kids “should” be at a particular place simply because of their grade/age. Maybe the kids don’t need an “intervention.”
Maybe the system needs an intervention and would be more successful if they implemented differentiated instruction and respected children as individuals rather than “expecting” everyone to perform specific tasks at specific times.
Does anyone else find this trend unsettling???


2nd Grade Teacher Education Requirements and Career Info
Learn about the education and preparation needed to become a second grade teacher. Get a quick view of the requirements as well as details about training, job duties and licensure requirements to find out if this is the career for you.
Aspiring second grade teachers usually need to earn a bachelor's degree and a teaching license or certificate before becoming full-time teachers. Student teaching experience is often included as a requirement of degree programs. Developing lesson plans and formulating student progress reports are among the major parts of a second grade teacher's job.
|Other Requirements||Student teaching|
|Licensure or Certification||Required to teach in public schools|
|Projected Job Growth (2012 - 2022)*||12%|
|Mean Salary (2013)*||$56,320 annually|
Source: *U.S. Bureau of Labor Statistics.
Career Info for Second Grade Teachers
Teaching at the second grade level means working with children who are in their early formative years and ready to start expanding their academic knowledge. Teachers at the elementary school level are expected to cultivate a fun and upbeat learning environment using things like educational games and vibrant bulletin boards.
At the beginning of second grade, many teachers will spend a significant amount of time reviewing first-grade material before jumping into more advanced courses. Second grade curriculum puts a lot of emphasis on reading comprehension. Other subjects taught commonly include addition and subtraction, social studies, art and telling time.
In addition to teaching and developing lesson plans for individual subjects, second grade teachers are normally responsible for evaluating pupils' academic and social growth through detailed progress reports. They then communicate the content of these reports regularly with students' parents. Teachers might also be required to select and order books and instructional supplies and maintain inventory on these items.
It's common for second grade teachers to hold a bachelor's degree from a program accredited by the National Council for Accreditation of Teacher Education (www.ncate.org) and obtain a state-specific teaching license. The U.S. Bureau of Labor Statistics (BLS) reports that private school teachers don't need a license, but will likely need a bachelor's degree. For public school teachers, the BLS (www.bls.gov) explains that a teaching license is required in all 50 states.
Typical bachelor's degree programs cover general topics such as math, science, children's literature, art, music and reading, as well as teacher preparation courses. These pedagogy courses cover topics like educational technology, classroom diversity, psychology of learning, student assessment and specific teaching methods. Courses in early childhood education will also be of value to second grade teachers.
A large part of the traditional second grade teacher education is spending time in actual second grade classrooms, either as an observer or eventually as a supervised student-teacher. These experiences offer prospective teachers the chance to evaluate their abilities at handling crucial situations like how best to balance one-on-one interaction while still giving the overall class attention. Another topic of practice is how to make a smooth, almost imperceptible transition from one activity or subject to another.
The BLS reports that job opportunities for elementary school teachers are projected to grow by 12% from 2012-2022, with many job openings in inner-city and rural schools. On average, elementary school teachers earned $56,320 yearly in 2013 (www.bls.gov).
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14. Calamus acanthospathus Griffith, Calcutta J. Nat. Hist. 5: 39. 1845.
云南省藤 yun nan sheng teng
Calamus feanus Beccari; C. feanus var. medogensis S. J. Pei & San Y. Chen; C. montanus T. Anderson; C. yunnanensis Govaerts; C. yunnanensis var. densiflorus S. J. Pei & San Y. Chen; C. yunnanensis var. intermedius S. J. Pei & San Y. Chen; Palmijuncus acanthospathus (Griffith) Kuntze; P. montanus (T. Anderson) Kuntze.
Stems solitary or weakly clustered, climbing, to 30 m, 1.5-5 cm in diam. Leaf sheaths green with brown hairs, with sparsely to densely arranged, sometimes in short rows, brown, flattened spines to 1 cm, these with sinuous margins, densely hairy initially; ocreas present, densely bristly; knees present; flagella present, to 5.6 m; petioles very short or absent; rachis to 1.4 m with 8-15 broadly lanceolate pinnae per side, these regularly arranged, sometimes somewhat irregularly, especially near base of leaf; middle pinnae 18-30 cm, 3.5-7 cm wide at mid-point, adaxial veins and margins bristly; cirri absent. Inflorescences to 3 m, flagellate; inflorescence bracts tubular; rachillae short and strongly recurved. Fruits yellowish brown, ovoid to ellipsoid, to 2.5 × 1.5 cm, scales grooved.
Lowland or montane rain forests; 800-2400 m. Xizang, Yunnan [Bhutan, India, Laos, Myanmar, Nepal, Thailand, Vietnam].
This species provides a cane used in basketry and furniture-making.


Discussions about eggcorns and related topics
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Chris -- 2011-03-08
The English word “human” comes to us from the Latin “homo” via Norman French. It is, perhaps, a hidden eggcorn: in contrast to what many English speakers assume, there is no “man” in “human” (unlike, say, “woman,” whose formation does depend on the Germanic “man”).
For those who see “man” in the word, “human” can become the acorn of an unhidden eggcorn. Certain English speakers think that the first syllable is not “hu’ but “you.” A person is a “you-man.” See the examples at the end of this post.
The substitution of “youman” for “human” would be easier for an h-dropper, of course. Which is why I find it odd when I encounter the pronunciation “uman” in Canada, where English speakers never drop their hs. I’ve heard this odd intonation several times from Canadians who speak with an otherwise perfect Canadian English accent. The explanation for this phenomenon resides, I suspect, in the multilingual backgrounds of Canadians. The word “human” in Romance languages has lost its initial fricative-compare “humain” (French), “humano” (Spanish) and “umano” (Italian), all sounded without the “h.” A large number of Canadians have French backgrounds (obviously) and Italian backgrounds (not so obvious, but true-one out of every ten Canadians is of Italian descent). Even those who come up through the Canadian English school system and pick up a faultless accent from their peers can acquire this Romance-language peculiarity. “Human” and “humanity” are words that a cradle-English speaker might be pick up later in life from people in the older generation–teachers, priests, parents–who have learned their English as a second language.
Examples of “youman:”
Forum post “I think it is a good idea when there is something the lonely people can be part of, where they can phone in and get in contact with some youman being.”
A 1687 will “Janary the thirtieth daye And Acording to the Computation of the Church of England 1687 I Benjamine Hockin of the parish of Gwithian in the Countie of Cornwall youman being att this time Sick And weake in body yet of perfect memory praised be god for It doe here ordaine my last will & testament”
Strange blog entry “I want you. I want you. I want a youman being. ”
Myspace bio “A MAN ONCE SAID TO ME SAM ITS NOT WHAT YOU DO IN LIFE THAT MAKES YOU A YOUMAN ITS WHAT LEAVE BEHIND THAT MAKES YOU ONE”
Post to a chat forum “Sex equality dear lady – plus youman rights”
Posted response to a Guardian piece “In fact the security officer can now take his employers to court under the youman rights act”
Last edited by kem (2009-06-13 23:08:58)


For those wondering whether the UN is going to continue to serve as a global platform for anti-Semitism—webcast around the world, free for all Internet users, and archived so that it may be accessed for a long, long time—the mystery is over. The UN Human Rights Council today broadcast uninterrupted hate speech—in the name of “human rights.” Palestinian UN representative Muhammad Abu-Koash had this to say on December 12, 2007 in the middle of the Council’s current session:From Eye on the UN:
Just for some context of who this guy is, a few months ago he said: "Arafat, Castro, [Che] Guevara stand tall. . . in their worldwide influence, stature, and inspiration."
"The Israeli creeping geography has been countered...as the victims of Aryan purity have been transformed into the proponents of Jewish purity...
I will revert to poetry to deliver the message clearly to the Ambassador of Israel
Mr. Jail Man, do you not understand
Scars of concentration camps mark your hand
Negotiations commence today I understand
Leave our mountains, valleys,sea, air and land
Draw your lesson from France and Deutschland
Our will is strong, cease drawing lines in the sand
Washington, Mandela and Arafat stand so grand
Though called terrorists by occupiers in command
Mr. Jail man, you do not want to understand
You gave occupation new attire with Semitic brand.
Those who suffered in Europe, those who came from concentration camps, those who came from the ghettos, they should not act as our masters. They should know the meaning of suffering."
“The one who has monopoly on the violation of human rights is Israel... the darling of the High Commissioner.” — Palestinian Ambassador Mohammad Abu-Koash, Dec. 1, 2006, mocking Louise Arbour, UN High Commissioner for Human Rights, who dared to cite Palestinian obligations to stop terrorism in addition to her regular criticisms of Israel.
And one year ago:
“The Holocaust is going on, and it is an Israeli holocaust against the Palestinian people.” Palestine Ambassador Mohammad Abu-Koash, Dec. 12, 2006.He also referred to Qassam rockets as "Christmas firecrackers" on the very day that they killed an Israeli and injured two more.
Yup, Mr. Abu-Koash is a perfect representative of the Palestinian Arab people. He mocks human rights, loves dictators, pretends that everything wrong on the planet is Israel's fault and exhibits pure hate in the halls of the UN.


The War on Welfare: Family, Poverty and Politics in Modern America
In The War on Welfare, Marisa Chappell compiles a comprehensive record of decades of antipoverty and anti-welfare movements and coalitions, the policies and programs they influenced, and the biases that both shaped and undermined their objectives. From the War on Poverty of the 1960s to the eradication of welfare in the 1990s, Chappell follows an ever-changing debate where the arguments first marshaled by one side were later embraced by another and the realities of poverty clashed with the ideals of those who sought to eliminate it.
Split into five sections, The War on Welfare moves from sections dealing with three major issues affecting the debate to comprehensive examinations of the Carter and Reagan administrations. The three major issues comprising the first three sections of the book include the racialization of the poverty and welfare debates, the role of the male-breadwinner family ideal in the feminization of poverty, and the majoritarian political strategies of the 1970s that led to both sides (or perhaps many sides) categorizing the poor as either deserving or undeserving. Through extensive sourcing, Chappell demonstrates how attitudes about race, gender and class contributed to the creation of welfare policies that were ineffective at best and disastrously counterproductive at worst, leading to an increase in poverty and precluding escape from poverty for many women and minorities.
Overall, Chappell does an extraordinary job of marshaling the evidence necessary to demonstrate the shared guilt of various “liberal” and “conservative” organizations and interests in preventing any serious attack on poverty in the United States. However, the presentation of that evidence leaves a bit to be desired.
First, in her valiant attempt to include each and every organization and coalition involved in the debate, Chappell often ends up creating an alphabet soup of acronyms that is difficult to follow. The same can be said for her introduction of so many main and supporting characters that the names tend to blend into one another after a while, leaving it difficult to remember who did what when.
Secondly, by using the vague labels of "liberal" and "conservative," presenting a bipolar politics rather than a political spectrum, and failing to address the ambiguities of political labels, Chappell tends to confuse some of the issues raised by the evidence she presents. For instance, she fails to clearly address how many “liberal” organizations in antipoverty coalitions were economically liberal, but socially conservative (and vice versa), and how many of those organizations are, in fact, more appropriately labeled as moderate or centrist. Finally, by using primarily “on the record” materials such as policy pronouncements and issue papers, Chappell fails to seriously address the backroom deals and covert exchanges that often have a far greater influence on policy than public debates indicate.
In the end, The War on Welfare is most useful as a research tool for policy wonks needing an extensive guide to the public positions taken by movements, organizations, political parties, and various important individuals. For the casual reader needing an introduction to the issues, it’s probably a bit too much and too little.


- What Resources Are Available to Help Me Succeed in My Courses?
- What Steps do I Take to Request Disability Accommodations?
- What Counseling Services Are Available for Me?
- What Resources Are Available to Help Me Pay for College?
- What Technical Support Is Available for Me?
- What Services Are Available for Military Veterans and Service Members?
- What are Some Tips for Success
- Library Services
- Testing Centers
- Online Tutoring Services
- Campus Tutoring Services
- NOVA Student Services
- Free Software Downloads
- Cloud Printing and Storage
Every NVCC campus has counselors available to assist students with academic and personal needs including academic advising, career counseling , disability services, and transfer planning. You can find contact information for counselors on campus here. In addition, you can contact the ELI Distance Learning Counseling office by phone at 703.323.2425, by e-mail, or visit our web site at http://eli.nvcc.edu/counselor.htm.
There are many resources available to help students pay for college. Learn more by visiting the College financial web site at http://www.nvcc.edu/finance
The IT Help Desk provides first-level technical support to students of Northern Virginia Community College. They are dedicated to servicing the computer and telecommunication needs of all students by providing detailed resolutions and general system information for common problems. If you are using dial-up, you may have trouble accessing some course materials and may need to use a public or work computer for some of your course work.
General information is available from NOVA's Military Services Office. Additional information is available on NOVA's Veterans website, and there is a Veteran’s advisor on each campus--click here for contact information.
Other resources include:
- NOVA's Military Services FAQ
- NOVA's Credit for Prior Learning website
- ACE's College Credit for Military Service website
- Military OneSource
- MyCAA at NOVA
- Student Veterans of America
The following Ten Tips for Success, though certainly not new or revolutionary, were compiled with the help of the textbook for the ELI distance learning version of SDV 100, David B. Ellis' Becoming a Master Student, and the staff at the Extended Learning Institute.
- Establish a place for studying and begin immediately. Buy your course materials. Read your syllabus and skim your course guide. Create a space (not as comfortable as your bed!) that's only for studying. Begin now. This is not the time to procrastinate!
- Plan your time wisely. Develop a plan for today. Develop a short-term plan, for the next week. Develop a long-term plan.
- Plan on spending as much time on your distant learning course as you would if you were taking the course on campus. If you are taking a 3-credit course, plan on studying for at least 6 hours a week. (If you were attending class on campus, you would also be traveling to and from campus and parking your car!)
- If technology is required, learn how to use it. Try it right away. If you need help, call immediately. Use it often.
- Use the convenience of voice mail and email.
- Don't ever hesitate to ask for help Although you are an independent learner, you are not alone. You have an instructor. You have people on staff whose mission is to help you. You have student services on campus to support you: counselors, librarians, writing and computer labs, tutoring services, financial aid, a veteran’s affairs office, and others.
- Encourage yourself! Be positive! If you feel you are getting bogged down, remind yourself that this is going to help you achieve something you really want.
- Take advantage of who you are. If you have just finished high school, you already know how to use new technology. If you use computers on the job, you will enjoy computer conferencing and you are accustomed to word processing. If you are older and are returning to school, you have maturity and a sense of purpose that will serve you well.
- Pay attention to your own preferences. You have chosen distant learning because you need the flexibility and you believe you can succeed on your own, so decide on the best times for you to concentrate, discover 15-minute breaks when you can go over some notes or list the main ideas for your next paper.
- Plan on times to relax, too, without guilt! Successful students: find enjoyment in learning; reduce anxiety by being well prepared; turn in assignments on time; set realistic goals for themselves; make the commitment to study.


Would Thomas Jefferson have put a “Stop WalMart” bumper sticker on his car? Would Henry David Thoreau give a “thumbs up” to the movie Fight Club? What would Mark Twain and Bob Dylan think about the phrase “under God” in the Pledge of Allegiance? These are some of the questions explored in American Studies, a program that engages students in the study of American culture from the perspective of a variety of academic disciplines, including history and literature, art history, philosophy, and political science.
With a foundation in the U. S. History survey, the major is built around two introductory courses, each of which traces a particular theme in American culture from the colonial era to the present: “Perspectives on the American Dream” and “Individualism and Community in American Life.” Electives within the major are selected in consultation with the student’s advisor and are drawn from related departments. The capstone of the major is a seminar taken in the senior year in which students undertake a research project focusing on some aspect of contemporary American culture that reflects the themes of the introductory courses.


- Sir Stirling Moss
'To me, Lotus means wheels coming off'Sir Stirling Moss January 4, 2010
It's been hard to escape the on-going battle over the Lotus name in recent weeks. Like many of you, I've found the whole situation rather tedious, but sadly it's symptomatic of Formula One today.
A lot has been written about who has the right to use the Lotus name and both sides have fairly convincing cases. The arguments have been trotted out several times before so I won't repeat them here. Instead I thought I'd look at what I remember of the original Team Lotus, both the good bits and the bad.
So what does Lotus mean to me? Well to be honest, it means wheels coming off and overly sensitive cars. It's an important name from the past, but for me it really didn't compare with the likes of Ferrari, Mercedes or Alfa Romeo. Certainly as a driver I would have been far more excited about being invited to drive for Alfa or Mercedes than I would for Lotus, a team that had only just started out in Formula One at that time.
Nowadays people think of Lotus and the championships they won, but those of us that knew - when I raced at least - said, "Christ, they were a bit dodgy". I raced Rob Walker-prepared Lotuses in the 1960s and unbeknown to me Rob was changing the stub axles after every race because they were so close to the limit. If the machinist at the factory just cut them a fraction to slim then you'd have a weak one and usually a bloody big accident at the next race.
I think Colin Chapman pushed the limits too far with some of the cars and at times that didn't seem necessary. One had to use one's concentration to keep away from the thought of what might happen, and that was the biggest cross one had to carry when driving a Lotus. Colin was a brilliant engineer but just ran it too close too often in the early days, although the later cars were much safer.
The Lotus name is still evocative today because the cars were quick and that attracted the big-name drivers - that was what mattered to Colin. But I think when a wheel came off, the bad news for him was that the car wasn't going to finish not that the driver might be hurt. He was a thick-skinned individual and that is also a trait you saw in Enzo Ferrari. Of course they were both very successful, but personally I didn't think the risk taking was necessary.
Lotus cars were never driver friendly like a Cooper or a Maserati, but they were fast and they won races. You'd never mess around in a Lotus and you had to drive it very precisely. In many respects that's a good thing, but if you're racing for three hours as we did in those days it was nice to drive something that wasn't quite so demanding.
Therefore the joy of driving a Lotus was not in the racing but in the winning, and that's the one thing Colin's cars were very good at. I look back on my races in a Lotus only with affection for the fact that I won some and I remember the sense of joy when seeing the chequered flag at the end of the race. Of course some of my greatest races were at the wheel of a Lotus, for example I have very fond memories of Monaco in 1961 where I held off the Ferraris for the whole three hours. But that was the good thing about Monaco - one was kept so busy with gear changes, turning the car in and getting on the power that one didn't have time to think about how difficult it was or how dangerous it was.
I also took Lotus' first victory at Monaco in 1960 driving the Rob Walker car, but to be honest that didn't mean that much to me and I don't think it meant much to Colin either. I'd have rather won it in a Cooper because John Cooper was much easier to get on with.
Having said all that, Colin was a truly brilliant engineer and put together winning cars. The Vanwall which won the 1958 constructors' championship was engineered by him and he turned that car into a winner, again not by making it easy to drive but by making it very quick. As Team Lotus they went onto win many championships long after I retired. They bought about many innovations in Formula One, which included the engineering in the race cars they built, the first commercial sponsorship and even the first team motor home known as HMS Hethel.
Unfortunately the current battle over the Lotus name is symptomatic of modern Formula One, which is now run as a business. In many ways Colin was a businessman and I think if he was alive today and wanted to sell the name, he would just sell it to the highest bidder. Personally I think one of the teams should come up with its own name and be proud of that rather than worrying about how much money can be made out of the old Lotus brand. There's much more of the original spirit of F1 in doing your own thing.
But sadly the days when there was a heart in racing are long gone and we can't go back. There's so much money to be made that it's no longer a sport and very few people are still involved for the enjoyment alone. I suppose that was always inevitable when television and advertising became involved.
As I've said before, when Lewis Hamilton wins a race he has to thank Vodafone whereas in my day I used to chase the crumpet. I know which era I'd rather race in.


Recording a sound
Software name : Audacity
Software version : 1.2
Recording sound with Audacity is very straightforward you just need to have a computer that has a sound card with at least a microphone (mic) or line input.
Before making a recording you need to make sure that what you want to record from ( the "sound source") connected to the audio input of your computer's sound card. Once you have done that you can launch Audacity.
OS X has a unique way to configure the audio hardware, which is not shared by other operating systems (Windows, and Linux). So if you use OSX you will need to make sure that it is set up appropriately. To do this first open the "Preferences" window by clicking on "Preferences" under "Audacity" in the Menu Bar :
The Preferences window open and look something like this:
Click on "Audio I/O". The use of "I/O" means "Input or Output", so "Audio I/O" means "Audio Input or Output". The Audio I/O preferences page is where you can choose the sound source (audio input) and how you play back the sounds so you can hear them (the output settings). This can turn into a jungle of terms but essentially these things are the same:
- sound source
- audio input
- input device
- recording device
and these are the same :
- playback device
- output device
- sound output
The way you configure the input effects how you will record sounds. The configuration of the output effects how you will play back sounds so you can hear them.
Lets start with the output settings, these are refered to within the "Playback" section. In the "Playback" section use the "Device:" dropdown menu to select the audio output you wish to use. Unless you have another sound card installed "Built-in Audio" will be the only option available.
The input settings are chosen from the "Recording" section. In the "Recording" section use the "Device:" dropdown menu to select the audio input device you wish to use. Unless you have another sound card installed "Built-in Audio" will be the only option available.
In the "Recording" section use the "Channels" dropdown menu to select the number of channels you wish to use. A "Channel" (also known as a "track") refers to the number of audio signals you wish to use to record or playback. A mono recording uses one audio signal (1 channel), and a stereo recording records two audio signals (2 channels).
Audacity defaults to "1 (mono)" so you can leave it at this if you are recording from a mono audio input. Most microphones are only capable of producing a mono signal. Select "2 (stereo)" if you are recording from a stereo audio input such as a cassette or mini disc player (or a stereo microphone). It is possible to select up to 16 channels but do not select more than 2 unless you have something other than a 'normal' sound card.
Below the "Playback" and "Recording" sections are three check boxes.
The first check box is not important for this exercise because we are only recording one channel. If you want to listen to the sound as you are recording it you will need to have either "Hardware Playthough" or "Software Playthrough" ticked. "Hardware Playthrough" lets you hear the sound directly from the input source while "Software Playthrough" lets you hear the sound as it will be when the recording is played back.
Now click on "Quality" to bring up this page of preferences:
For this exercise you only need to worry about the first two settings; Default Sample Rate and Default Sample Format. Unless you really know what you are doing, use the dropdown menus to set Default Sample Rate to "44100 Hz" and Default Sample Format to "16-bit". This will give you CD quality recording.Those are the only preferences you need to adjust before beginning to record so click "OK" to save the changes and close the Preferences Window. Audacity remembers these preferences so the next time you go to make a recording you will not have to repeat the steps above unless you wish to make changes.
Windows and Linux
Windows and Linux use the same kind of controls. First you need to choose the input device. The Mixer Toolbar has three controls, used to set the volume levels of your audio device and choose the input source.
The leftmost slider controls the output volume, the other slider controls the recording volume, and the control on the right lets you choose the input source (such as "Microphone", "Line In", "Audio CD", etc.). You will need to choose "Mic" or "Line In" as one of the inputs. If you are using a microphone choose "Mic". If you are using another audio device (CD Player, Mini disc etc), choose "Line In".
Testing Audio Levels
Now that you have everything set up and ready to go you can begin the recording process.
Before making the recording it is important to preview the loudest section of the source audio so that you do not end up with a distorted recording.
First you need to switch the input meter on. This can be set in the main interface :
Simply click on the bars above the microphone symbol or click on the arrow next to the microphone symbol and select "Monitor input" like so :
Now play the loudest passage of the audio you are recording and, while doing so, look at the input level meter.
At the loudest point the red bars should be at about -12. You can adjust the input level by moving the slider next to the microphone symbol.
Keep playing back the loudest passage while adjust the input level until it peaks at about -12. Once you have done that click the "Stop" button :
Now you are ready to make your proper recording.
Click the "Record" button,
then play the audio you wish to record. Once the sound source has finished click the "Stop" button.
Your recording is now complete so save it immediately by selecting "Save Project" from the "File" menu.
That's it! Your recording is completed and saved. You can play it back by clicking the "Play" button.
Troubleshooting - Linux
Linux :: Host Error?
If you are a Linux user and you see a message similar to this "Error Initializing Audio: There was an error initializing the audio i/o layer. You will not be able to play or record audio. Error: Host error." then you may have to try one of the following :
It maybe that the esd sound server is running which is not permitting Audacity to access the sound card. You can try running this in a terminal:
ps ax | grep esd
If you see an output similar to this :
5164 ? Ss 0:00 /usr/bin/esd -terminate -nobeeps -as 1 -spawnfd 18 10352 pts/1 R+ 0:00 grep esd
Then you can see from the first line that esd is running ("/usr/bin/esd"). To kill the esd sound server you need to type this in a terminal (you need to have the permissions to run the sudo command) :
sudo killall esd
You will then be prompted for a password, enter your password notthe superuser password (also known as the "root" or "admin" password). Then try and start Audacity again, hopefully you won't get this error.
Start with aRts
You could also try running Audacity through the aRts sound server ("analog Real time synthesizer"). To do this quit Audacity if you already have it opened and restart it with this command in a terminal:
Lastly, you may wish to try starting Audacity after killing the aRts sound server. You can try this:
sudo killall artsdThen try starting Audacity again.


|Owner:||United Federation of Planets|
|Aft view, in tow behind Ru'afo's flagship|
|The holoship, cloaked|
In 2375, the holoship was employed by Admiral Doughtery and Ru'afo to secretly transport the entire 600 Ba'ku inhabitants off the Ba'ku planet without their knowledge in order to obtain the metaphasic radiation inherent in the planet's rings.
The ship was cloaked and placed at the bottom of a lake, located near the Ba'ku village. It was later detected by Starfleet personnel, unaware of its presence, due to strong neutrino emissions coming from the lake.
It was later brought back into the planet's orbit, by Lieutenant Commander Worf, where it was used to transport the command crew from the bridge of Ru'afo's flagship. This feat allowed Gallatin and Jean-Luc Picard to disable the nearby Son'a collector. (Star Trek: Insurrection)
Built specifically to serve as a transportable holodeck used to create holographic environments to simulate the surroundings familiar to the holoship's passengers. It was also equipped with fourteen long-range transporters and a cloaking device. (Star Trek: Insurrection)
The idea of surreptitiously transplanting an indigenous people by use of the holodeck had already been explored in TNG: "Homeward" when a group of Boraalans were transplanted in the holodeck of the USS Enterprise-D without their knowledge to their new homeworld as their own world became uninhabitable. The concept of the holoship might have stemmed from this incident.
The novel Section 31: Abyss, by David Weddle and Jeffrey Lang, establishes that the holoship was created by Section 31 for the Ba'ku incident, which the organization had engineered and had publicly blamed on Dougherty. The holoship was slated for destruction by Starfleet Command after the incident became public; however, Commander Elias Vaughn and his cabal of Starfleet officers covertly working against Section 31 stole the ship and faked destruction reports, later using it to help undermine various Section 31 operations.


Seemingly following in China's footsteps, Washington held its first US-Africa Leaders Summit from Monday to Wednesday. China is pleased to see US President Barack Obama sitting with the leaders and government representatives of about 50 African countries, and does not feel threatened by the possibility that warming US-African ties will jeopardize China's interests in that continent.
However, Obama's remarks on the Summit showed his pettiness. He stressed that the US would not just cooperate with African countries for resources, which according to many media outlets, was a criticism of China. Last week in an interview with the Economist, he even said to African countries that they should make sure "the roads [built by Chinese companies] don't just lead from the mine to the port to Shanghai."
The US is a veteran player in Africa, where its influence remains profound. But China, a new player on this continent, has taken the lead in bilateral cooperation compared with that between the US and Africa. Sino-African trade volume jumped to $200 billion in 2013 from $100 billion in 2009, while US-African trade shrunk from $100 billion in 2008 to only $60 billion in 2013.
The surging cooperation between China and Africa has highlighted the energy and future of an equal model of cooperation. It has also manifested the great potential of the Chinese economy. In the meantime, the Western-dominated "transform Africa" approach has become much less popular in Africa.
The Chinese leadership concentrates on bilateral relationships while meeting with African leaders without attacking any third party, especially the US. But the US government leaders have never stopped targeting China.
In fact, the Americans know that China's success in Africa is not pure luck. China's cooperation with Africa is based on a comprehensive and agreeable basis. While the West, especially the US, has clumsily squandered traditional advantages on this land. They speak similar languages and rely on similar political systems, but they don't understand each other in many cases.
China has no wild ambitions on the African continent, and Beijing has never had the intention to include it within its "sphere of influence." Africa has a free choice to cooperate with anyone, and the mindset of a zero-sum game doesn't apply any more in Africa. Many Chinese companies are willing to cooperate with their European and US counterparts, as the latter have more business experience in Africa.
The whole world has to admit that China has been the biggest boost in shifting global attention back to Africa. Without China's rapidly growing cooperation with Africa, many Western countries would probably still be dismissing Africa's massive potential.
Now, when it comes to this promising land, China is much more open-minded and cooperative than the US, which shows much anxiety and a lack of confidence. Washington should reflect on this situation. Holding its tongue when it comes to comments on China will help it to be level-headed.


Ttongsul, or “feces wine”, is a Korean drink made by pouring soju, a distilled grain alcohol, into a pit filled with chicken, dog, or human feces, and leaving the mixture in the pit for three to four months until it ferments. It is then extracted from the pit and drank straight, with the belief that it can cure illness and help in the aid of bone fractures.
It sounds like the stuff of urban legends, but Ttongsul is indeed a real beverage that, while by no means popular, can still be found if you know where to look.
How can we be sure? After nearly six months of extensive research, RocketNews24 was able to track down a private Ttongsul vendor in South Korea and procure a bottle of the elusive feces wine ourselves.
Arriving in Korea, our Japanese correspondents telephoned our contact and were instructed to a specific location where the transaction would be carried out. We’re not sure if current Korean law forbids the open sale of fecal beverages, but the whole process seemed very clandestine; brown market, if you will.
The rendezvous point was a restaurant called “Dokdo”—yes, ironically, like the islands—in Jinju, a city in South Gyeongsang Province located about an hour from Busan by car.
As it reached the appointed time, a middle-aged man carrying two large bottles in a black plastic bag approached our correspondents. Their conversation follows (see video below):
Correspondent A+B: Anyohaseyo!
Man: I’m doing farmwork and… Ah, these? 2 bottles, 70,000 won (US$65)
B: He says they’re 70,000 won.
A: 70,000 won.
~Exchanges cash for the bag~
B: I hear there is white Ttongsul as well.
Man: No, there’s no white. It’s got medicine in it so it doesn’t turn white.
B: I see.
Man: It turns this color because there are lots of traditional medicinal herbs in it. This is some really good stuff.
B: Is it something I could make at home?
Man: It’d be difficult.
B: Difficult? Because of the ingredients?
Man: Yeah, I have to bake my kid’s poop in an electric oven at 250℃ for 30 minutes. If I don’t, the stench is horrible. If you do it at home it stinks up the whole house. Your neighbors would probably get upset if you tried making it at home. Then you have to soak it in alcohol for at least 2 months before you can drink it.
B: And you put medicinal herbs in it as well?
Man: Yeah, there’s a lot of medicinal ingredients in there. Ash tree, hanyak, even cat. Putting cat in makes it really good for you.
B: Huh? Cat? What part of the cat do you use?
Man: The bones.
B: What!? The bones….? Has it always been like that?
Man: Yeah, it’s the time-honored way of making Ttongsul*.
B: And this something only you can make?
Man: That’s right. That’s why it’d be difficult for you to make at home.
*It’s unclear if the man meant that all traditional methods of making Ttongsul use cat bones, or if it’s just his own special mixture.
After exchanging goodbyes, our correspondents examined the bottles to find a brown and surprisingly clear liquid that looked similar to brandy. No bits of excrement floating around, and no visible traces of cat bone either (thank god).
Even more surprising was that the Ttongsul smelled nothing like feces. In fact, it didn’t smell of anything at all. We imagine the fermentation process has been perfected over the centuries so the wine is odorless and therefore easier to drink. After all, even if it is tradition, poo is still poo.
We’re preparing a big Ttongsul drinking party at the RocketNews24 office in Tokyo, so be sure to check back later for our taste report! Check our taste report here!
▼ Our intrepid reporters arrive in Busan
▼ Boarding the bus to Jinju
▼ It’s about 1.5 hours through pleasant country scenery from Busan to Jinju
▼ Arriving in Jinju, our correspondents make their way to the drop-off point
▼ Here’s where the deal went down
▼ Feces wine get!
▼ It was bottled in reused plastic soju bottles. If you see bottles like this at your local Korean market, don’t worry, it’s probably not Ttongsul.
▼ Smells like absolutely nothing! As for the taste…we’ll get back to you on that soon!
[ Read in Japanese ]


Comets were previously thought of as a “dirty snowball” but due to the fact that a comet’s has more dust than ice, they are now referred to as an “icy dirtball”. The nucleus is mainly made up of H2O (water), with some parts NH3 (ammonia), CH4 (methane), and CO2 (carbon dioxide). When the Big Bang happened over 4.6 billion years ago the hydrogen and helium accreted into the first generation of stars, which quickly became supernovae during which the heavier elements (collectively called metals) were produced and in turn condensed again with hydrogen and helium to form the second generation of stars. Much of the "metals" condensed at that time to form the terrestrial planets, but some of that material became small lumps of frozen gas and dust. These lumps are located in the outer region of the solar system, where temperatures are cold enough to produce ice thus keeping the lumps frozen. That region is called the Oort Cloud or the Kuiper Belt.  The Oort Cloud is estimated to contain 1011 (one hundred billion) comets.
As the comets orbit our sun, they may be disturbed by close encounters with other objects and some of those move out of the Oort Cloud and toward the sun. As as they approach, their frozen gases become vaporized and dust is ejected and they form streamers called tails. The tails tend to flow behind the nucleus of the comet as the gases and dust are easily influenced by the forces applied to them by the sun's photons of light bouncing off them and by its electromagnetic field that acts on the charged particles. Comets have two tails: the ion tail (blue, composed of gas), and the dust tail (yellow). Meteor showers, like the Perseid or Leonids, occur when the Earth travels through a comet's dust tail.
One of the most famous comets is Halley's Comet, which was discovered by Edmond Halley in 1705. The comet had last been sighted in 1682; Halley predicted it would return in 1758. Unfortunately, he died in 1742, so he was unable to see his prediction come true. The comet was subsequently named after him.
Halley's Comet has a period of about 76 years. It came by the Earth last in 1986, and will return in 2061.
Chemical Diversity in Comets
It has been postulated that the chemical diversity observed in the population of comets found in the Kuiper Belt (region extended after Neptune orbit) as well as Oort cloud (spherical cloud lie roughly 50,000 AU from the Sun) is primordial.
The chemical abundances were observed in both classes of comets: Oort cloud comets and the Jupiter-Family of comets whose population consisting of short-period comets formed in the Kuiper belt Differences were noted between the two groups. This can be attributed to several factors including differences in the chemical and physical environments in comet-forming regions, chemical evolution during their long storage in the Oort cloud and Kuiper belt, and thermal processing by the Sun when entering the inner Solar System. The chemical composition of comets is investigated by remote sensing using spectroscopy. This investigation is indirect, since only the gas and dust of the coma can be observed after the nucleus ices have sublimated from the nucleus.
Observations were made at millimeter/sub-millimeter wavelengths with the IRAM 30-m, JCMT, CSO and SEST radio telescopes. Six Jupiter-family, three Halley-family, and fifteen long-period comets were observed from 1986 to 2001. The eight molecular species were HCN, HNC, CH3CN, CH3OH, H2CO, CO, CS, and H2S. HCN were detected in all comets, while at least two types of molecules were detected in nineteen comets. It was inferred that the HCN abundance relative to water varies from 0.08% to 0.25% from the sub-sample of comets for which contemporary H2O production rates are available. HCN is the molecule which exhibits the lowest abundance variation from comet to comet with respect to other species and was found in all the 24 Comets. HCN was found only in the four Comets and low CO abundances was measured in Jupiter-family comets, while several Oort cloud comets exhibit high CO abundances . According to the observation 23% of CO molecule with respect to water was observed in 5 comets. While 0.035% of HNC relative to water was observed in 5 comets. Fifteen comets exhibited CH3CN up to maximum 6.2%. And H2CO, H2S and CS was found in 13,11,9 comets respectively. They were found at a concentration maximum up to 1.3%, 1.5% and 0.17% respectively relative to water.
Comet C/2001 Q4 (NEAT)
Comet C/2001 Q4 NEAT was discovered in August of 2001 in the course of the Near Earth Asteroid Tracking (NEAT) program. The comet was found on Charged Coupled Device (CCD) images and the astronomers were able to confirm the discovery on August 24. The comet was described as a round nebulosity measuring about 8 arc seconds across at the distance of 10.1 AU from the Sun. The total visual magnitude was 20.0. Its perihelion date was 2004 May 26 and perihelion distance was 1.00 AU. It has an unusual, almost perpendicular retrograde orbit which brings it into the inner solar system by a deeply southward path. It initially emerged from its remote home where it spent most of its time near the south celestial pole. The comet brightened slowly during the remainder of 2001 and throughout 2002. It appeared fainter than magnitude 15 at the beginning of the 2003, but it steadily brightened as the year progressed, to magnitude 12 around mid-September. In September amateur astronomers could easily mark the time of comet in the Southern Hemisphere began supplying regular visual observations of this comet, at which time the diameter of the coma was typically measured as 0.6 to 1.2 arc minutes. In CCD images amateurs began observing a short fan-shaped tail pointing northward in July as on its approached to the Sun. In late September, the tail extended about 0.8 arc minutes toward the northwest. As 2003 came to an end, the comet became slightly brighter than magnitude 10, with a coma diameter of about 2 arc minutes. A faint, fan-shaped tail extended about 4 arc minutes toward the east. Finally, Comet C/2001 Q4 (NEAT) entered the inner solar system in 2004, reaching perihelion of 1 AU. It's peak magnitude of 3.3 rendered it clearly visible to the naked eye. C/2001 Q4 is referred to as an Oort cloud comet as it originated from Oort cloud. It is composed of HCN, CO, CH3OH, H2S and other species.
We know how a comet is formed because of the recent discoveries made in 2009 by NASA’s Deep Impact which impacted Comet Tempel 1 in 2005 that revealed what exactly a comet’s nucleus is made of and its structure.
- Biver, N., Bockelee,D., Crovisier,J., 2007 “The chemical diversity of comets dates back to their origin”, Observatoire de Paris, LESIA, and CNRS
- Biver, N.,March 2002 “Chemical Composition Diversity among 24 Comets Observed at Radio wavelengths”, Earth, Moon and Planets, Volume 90, Pages 323-333
- Russo, et. al. 2007, “Nature”, Volume 448, page. 172-175
- Gray,C.L., Cohran,A.L.,2008, “A Chemical Survey of 73 Comets Conducted at McDonald Observatory”,B.A.A.S.,40,16.02


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Wikibooks is not proprietary. If a topic cannot be adequately discussed without the inclusion of illustrations that are not free content, then it is not a suitable topic for a textbook in Wikibooks. Examples of unsuitable books might include a book describing how to use a particular piece of proprietary software, unless the software's author has made screenshots available under a free content license. Specifically, video game strategy guides should go on Strategywiki, not here.


Huygens moon probe to land on Titan
Thursday, January 13, 2005
TheProbe will enter the atmosphere of 's largest moon, , on January 14 at approximately 9 a.m. .
The 318 kg probe will hit the Titan atmosphere at 6 kilometers per second. For the next 2.5 hours, Huygens will slow its descent and begin data transmission from on-board scientific packages to the Cassini Orbiter for relay to Earth. It will touch down on the Titan surface at approximately 11:30 a.m. UTC. The probe will continue data transmission for three to 30 minutes, providing it survives the descent and landing.
NASA launched Cassini-Huygens, the largest interplanetary space craft ever built, on October 15, 1997. The craft arrived at Saturn orbit in July of 2004. It is the fourth craft to visit Saturn and the first to orbit the planet.
On December 25, 2004, the Cassini Orbiter released the Huygens Probe. The probe then began a 20-day trip to Titan.
Experiments on board the Huygens Probe are designed to examine chemical reactions in the atmosphere, the source of Titan's abundant methane gas, the existence of oceans, and the presence of complex organic compounds.
The Cassini-Huygens mission is a joint project of NASA and the(ESA).
The probe was named after Dutch astronomer, who discovered Titan in 1655.
The Cassini orbiter was named for, who discovered other moons of Saturn and the gap between Saturn's rings known as the .
- "Cassini-Huygens mission facts" — , Dec. 23 2004
- "ESA Says Huygens Got a Good Start" — , January 11, 2005
- Cassini Mission Homepage by the Jet Propulsion Laboratory
- ESA Huygens Homepage
- ESA - Where is Cassini-Huygens now? Interactive Flash-Animation of Cassini orbits through 2008


The ambiguity effect is a cognitive bias where decision making is affected by a lack of information, or "ambiguity". The effect implies that people tend to select options for which the probability of a favorable outcome is known, over an option for which the probability of a favorable outcome is unknown. The effect was first described by Daniel Ellsberg in 1961.
As an example, consider a bucket containing 30 balls. The balls are colored red, black and white. Ten of the balls are red, and the remaining 20 are either black or white, with all combinations of black and white being equally likely. In option X, drawing a red ball wins a person $100, and in option Y, drawing a black ball wins them $100. The probability of picking a winning ball is the same for both options X and Y. In option X, the probability of selecting a winning ball is 1 in 3 (10 red balls out of 30 total balls). In option Y, despite the fact that the number of black balls is uncertain, the probability of selecting a winning ball is also 1 in 3. This is because the number of black balls is equally distributed among all possibilities between 0 and 20. The difference between the two options is that in option X, the probability of a favorable outcome is known, but in option Y, the probability of a favorable outcome is unknown ("ambiguous").
In spite of the equal probability of a favorable outcome, people have a greater tendency to select a ball under option X, where the probability of selecting a winning ball is perceived to be more certain. The uncertainty as to the number of black balls means that option Y tends to be viewed less favorably. Despite the fact that there could possibly be twice as many black balls as red balls, people tend not to want to take the opposing risk that there may be fewer than 10 black balls. The "ambiguity" behind option Y means that people tend to favor option X, even when the probability is the same.
A more realistic example might be the way people invest money. A risk-averse investor might tend to put their money into "safe" investments such as government bonds and bank deposits, as opposed to more volatile investments such as stocks and funds. Even though the stock market is likely to provide a significantly higher return over time, the investor might prefer the "safe" investment in which the return is known, instead of the less predictable stock market in which the return is not known. The ambiguity effect is a possible explanation why people are reluctant to adopt new practices in the work place.
One possible explanation of the effect is that people have a rule of thumb (heuristic) to avoid options where information is missing. This will often lead them to seek out the missing information. In many cases, though, the information cannot be obtained. The effect is often the result of calling some particular missing piece of information to the person's attention.
- Croskerry, Pat; Cosby, Karen S. (2009). Patient Safety in Emergency Medicine. Lippincott Williams & Wilkins. p. 220. ISBN 978-0-7817-7727-8.
- Borcherding, Katrin; Laričev, Oleg Ivanovič; Messick, David M. (1990). Contemporary Issues in Decision Making. North-Holland. p. 50. ISBN 978-0-444-88618-7.
- Ritchie, Stephen D. (2011). Pro .NET Best Practices. Apress. p. 320. ISBN 978-1-4302-4023-5.
- Frisch, Deborah; Baron, Jonathan (1988). "Ambiguity and rationality". Journal of Behavioral Decision Making 1 (3): 149–157. doi:10.1002/bdm.3960010303.
- Ritov, Ilana; Baron, Jonathan (1990). "Reluctance to vaccinate: Omission bias and ambiguity". Journal of Behavioral Decision Making 3 (4): 263–277. doi:10.1002/bdm.3960030404.


In basketball, the basketball court is the playing surface, consisting of a rectangular floor with tiles at either end. In professional or organized basketball, especially when played indoors, it is usually made out of a wood, often maple, and highly polished. Outdoor surfaces are generally made from standard paving materials such as concrete or asphalt (i.e. blacktop/tarmac).
Basketball courts come in different shapes and sizes and colors. In the NBA, the court is 94 feet by 50 ft (28.65m by 15.24m). Under International Basketball Federation (FIBA) rules, the court is minutely smaller, measuring exactly 28 m by 15 m (91'10.4" by 49'2.6"). A high school court is slightly smaller, at 84' by 50' and some elementary schools have courts measuring 74' x 42'. In amateur basketball, court sizes vary widely. The baskets are always 10' (3.05m) above the floor (except possibly in youth competition). Basketball courts have a three-point arc at both baskets. A basket made from behind this arc is worth three points; a basket made from within this line, or with a player's foot touching the line is worth two points. The free-throw line, where one stands while taking a foul shot, is located within the three-point arc.
The height of the underside of the roof structure, or the ceiling if there is one, above the floor is specified by each sport’s governing body, and this is a critical design factor. Badminton, tennis and trampolining require an unrestricted height of 9.1m for international competition, while 7.6m is necessary at C level in all sports except those for which height is not critical. In general a basketball court should have a minimum clearance of 25 feet (7.7m), although a ceiling height of at least 27 feet (8.23m) is recommended.
Diagram of basketball court and backboard
A diagram of an FIBA basketball court
|Area||NBA||FIBA||WNBA||NCAA||U.S. H.S.||U.S. Junior H.S.|
|Court length||94 ft||28.65 m||91.86 ft||28 m||Same as NBA||84 ft||25.60 m||74 ft||22.56 m|
|Court width||50 ft||15.24 m||49.21 ft||15 m||Same as NBA||42 ft||12.80 m|
|Rim height||10 ft||3.05m||Same as NBA|
|Restricted arc radius||4 ft||1.22 m||4.10 ft||1.25 m||Same as NBA||3 ft||0.91 m||Non-existent|
|Center circle diameter||12 ft||3.66 m||11.81 ft||3.6 m||Same as NBA|
|3-point line distance from the basket||23.75 ft
22 ft in corner*
6.70 m in corner*
21.65 ft in corner†
6.60 m in corner†
|Same as FIBA||20.75 ft||6.32 m||19.75 ft||6.01 m||Same as high school|
|Key (shaded lane or
restricted area) width
|16 ft||4.88 m||16.08 ft||4.9 m||Same as NBA||12 ft||3.66 m||Same as NCAA|
|Free-throw line distance from point on the floor directly below the backboard||15 ft||4.57 m||15.09 ft||4.6 m||Same as NBA|
* The NBA three-point line is 3 ft (0.91 m) from the sideline in a zone starting at the baseline and ending when it crosses the 23.75 ft (7.24 m) arc. The 22 ft (6.70 m) measurement applies only at a point where a line parallel to the baseline intersects the long axis of the court and the center of the basket.
† The FIBA three-point line is 2.95 ft (0.90 m) from the sideline in a zone starting at the baseline and ending when it crosses the 22.1 ft (6.75 m) arc. The 21.65 ft (6.60 m) measurement applies only at a point where a line parallel to the baseline intersects the long axis of the court and the center of the basket.
Sections of the basketball court
The only two players permitted to enter this area prior to the tipoff are the players contesting the jump ball (usually but not always centers). Both players jump when the referee throws the ball in the air, each attempting to tap the ball into the hands of a player of their own team.
The three-point line is the line that separates the two-point area from the three-point area; any shot converted beyond this line counts as three points. If the shooting player steps on the line, it is counted as two points only. Any foul made in the act of shooting beyond the three-point line would give the player three free throws if the shot doesn't go in, and one if it does.
The distance to the three-point line from the center of the basket varies depending on the level or league, and has changed several times. These are the current distances, with the league or level using each distance:
19.75 ft (6.01 m): High School
20.75 ft (6.32 m): NCAA
21.65 ft (6.60 m) to 22.15 ft (6.75 m): WNBA and FIBA
22 ft (6.71 m) to 23.75 ft (7.24 m): NBA
The NBA adopted the three-point line at the start of the 1979–80 season. This is of variable distance, ranging from 22 feet (6.7 m) in the corners to 23.75 feet (7.24 m) behind the top of the key. During the 1994–95, 1995–96 and 1996–97 seasons, the NBA attempted to address decreased scoring by shortening the overall distance of the line to a uniform 22 feet (6.7 m) around the basket. It was moved back to its original distance after the 1996–97 season.
In college basketball as well as in most high school associations in the United States, the distance is 19.75 feet. On May 26, 2007, the NCAA playing rules committee agreed to move the three-point line back one foot to 20.75 feet for the men. This rule went into effect for the 2008–2009 season. The three-point line for women (NCAA) moved back one foot to 20.75 feet at the start of the 2011–2012 season.
The perimeter is defined as the areas outside the free throw lane and inside the three-point line. Shots converted (successfully made) from this area are called "perimeter shots" or "medium-range shots." If a player's foot is on the three-point line, the shot is considered a perimeter shot.
Low post area
The low post is defined as the areas that are closest to the basket but outside of the free throw lane. This area is fundamental to strategy in basketball. Skilled low post players can score many points per game without ever taking a jump shot.
The key or shaded lane refers to the usually painted area beneath the basket; for the NBA it is 16 feet (4.9 m) wide, for the NCAA it is 12 feet (3.7 m) wide; for both instances it extends 15 feet (4.6 m) from the backboard. At the top of the rectangle is the free-throw line, behind which players shoot uncontested shots when they're fouled. A circle is drawn around the free-throw line with a 6 feet (1.8 m) radius; this is used for jump ball instances, as is done at the center circle. Two 6-inch hash lines, 3 ft from the free throw lane line and 5 ft 8 in from the free throw line, show the lower defensive box linked to the restricted area.
For FIBA tournaments, since October 2010 the key has been a rectangle 4.9 m wide and 5.8 m long. Previously it was a trapezoid 3.7 meters (12 ft) wide at the free-throw line and 6 meters (19 feet and 6.25 inches) at the end line.
The key is primarily used to prevent players from staying beneath the basket of the opponents' team for long periods (maximum three seconds).
Restricted area arc
The restricted area arc is a semi-circular arc drawn around the area directly underneath the basket. With some exceptions, members of the defending team cannot draw charging fouls in this area. The restricted arc in NBA and WNBA competition has a radius 4 feet (1.22 m) from below the center of the basket. The restricted arc in NCAA competition (both men's and women's) is of radius 3 feet (0.91 m) from below the center of the basket.
On NBA floors, two hash marks are drawn at the end lines near the key to mark the area known as the lower defensive box. A defensive player is allowed to draw a charging foul within the restricted arc if the offensive player receives the ball and/or starts his drive within this area.
Also, two lines are drawn on each of the sidelines, 28 feet from each of the endlines, which designates the extent of the coaching box and bench. This line marks the farthest extent a coach (aside from the sidelines) can stand. Directly behind this area is the team bench.
On the half-court line of NBA floors two lines extend outside the playing court, designating the place where substitutes wait before they can enter the playing court; directly behind this area are the various off-court officials such as the timekeeper and reserve referee.
On April 26, 2008, FIBA announced several major rules changes involving the court markings. These changes took effect for major international competitions on October 1, 2010, after that year's World Championships for men and women, and became mandatory for other competitions on October 1, 2012 (although national federations could adopt the new markings before 2012). The changes were as follows.
- The shape of the key changed from a trapezoid to a rectangle as it is in the NBA, with NBA dimensions.
- The three-point line moved back to 6.75 metres (22 ft 1.7 in) from 6.25 metres (20 ft 6.1 in), compared to 23 ft 9 in (7.24 m) for the NBA at the top of the arc.
- The FIBA adopted the NBA's restricted area arc with a marginally wider radius of 1.25 metres (4 ft 1.2 in).
- "Official Basketball Rules 2006" (pdf). International Basketball Federation. 2006. Archived from the original on 6 April 2007. Retrieved 2007-04-14.
- Wissel, Hal (1994). Basketball: steps to success. United States: Human Kinetics Publishers, Inc. pp. ix. ISBN 0-7360-5500-2.
- "NCAA Court and Equipment Rules" (pdf). 2012. Retrieved 2012-06-17.
- Basketball Glossary Terms, Definition, Lane violation, Low post
- "The FIBA Central Board approves historic rule changes" (Press release). FIBA. 2008-04-26. Archived from the original on 30 April 2008. Retrieved 2008-04-28.
|Wikimedia Commons has media related to Basketball courts.|
- Information on Building, Choosing, Maintaining a Basketball Court
- Free Basketball Court Layout Template
- FIBA Central Board (2010-04-17). "Official Basketball Rules 2010: Basketball Equipment" (pdf). International Basketball Federation. Retrieved 2010-07-15.


Brian Cleeve in 1962
|Born||Brian Brendon Talbot Cleeve
22 November 1921
Southend, Essex, England
|Died||11 March 2003
Shankill, Dublin, Ireland
Brian Brendon Talbot Cleeve (22 November 1921 – 11 March 2003) was a prolific writer, whose published works include twenty-one novels and over a hundred short stories. He was also an award-winning broadcaster on RTÉ television. Son of an Irish father and English mother, he was born and raised in England. He lived in South Africa during the early years of National Party rule and was expelled from the country because of his opposition to apartheid. In his early thirties he moved to Ireland where he lived for the remainder of his life. In late middle age he underwent a profound spiritual experience, which led him to embrace mysticism. He developed a model for the spiritual life based on the principle of obedience to the will of God.
- 1 Life and work
- 2 Bibliography
- 3 References
- 4 Additional reading and sources
- 5 External links
Life and work
Brian Cleeve was born in Southend-on-Sea, Essex, the second of three sons to Charles Edward Cleeve and his wife Josephine (née Talbot). Josephine was a native of Essex, where her family had lived for generations. Charles Cleeve, who was born in Limerick, Ireland, was a scion of a famous and wealthy family that ran several successful Irish enterprises in the late-nineteenth and early twentieth centuries. The Cleeves came from Canada originally and emigrated to Ireland in the mid-nineteenth century. As a result of labour troubles and the effects of the Irish Civil War, the Cleeve business failed and Charles moved with his family to England, where Brian was born in 1921.
When he was two-and-a-half, Brian's mother died and his maternal grandparents, Alfred and Gertrude Talbot, took over responsibility for his upbringing. At age eight, Cleeve was sent as a boarder to Selwyn House in Kent, followed at age 12 by three years at St. Edward's School in Oxford. He was by nature a free-thinker and he rejected the assumptions and prejudices that were then part and parcel of upper-middle class English life. His unwillingness to conform meant that school life was very difficult for him, and, in the late summer of 1938, Cleeve decided not to return to St. Edward's for his final year. Instead, he ran away to sea.
Cleeve led an eventful life during the next fifteen years. He served on the RMS Queen Mary as a commis waiter for several months. At age 17 he joined the Queen's Own Cameron Highlanders as a private soldier, and, because of his age, just missed being sent to Europe as part of the BEF when World War II broke out. In 1940, he was selected for officer training, was commissioned into the Somerset Light Infantry, and sent to Kenya as a Second lieutenant in the King's African Rifles. A year later he was court-martialled as a result of his objections to the treatment by colleagues of an African prisoner. Stripped of his commission and sentenced to three years' penal servitude, he was transferred to Wakefield Prison in Yorkshire. There, through the intervention of Sir Alexander Paterson, he was offered parole if he agreed to work for British Intelligence. For the remainder of the war he served as a counter-spy in neutral ports such as Lisbon. As cover, he worked as an ordinary seaman in the Merchant Navy.
In 1945, Cleeve took an Irish passport and came to Ireland where, in the space of three weeks, he met and married Veronica McAdie. A year later, they left Ireland with baby daughter Berenice on a protracted odyssey that took them to London, Sweden, the West Indies, and finally South Africa. In 1948, the family settled in Johannesburg where Cleeve and his wife set up their own perfume business. A second daughter, Tanga, was born to the couple there in 1953. As a result of his friendship with Fr. Trevor Huddleston, Cleeve witnessed the conditions in which the black and coloured population had to live in townships such as Sophiatown. Cleeve became an outspoken critic of Apartheid, and, in 1954, he was branded by the authorities as a 'political intractable' and ordered to leave South Africa. He returned to Ireland where he lived for the remainder of his life.
Cleeve started writing poems in his teens, a few of which were published in his school paper, the St. Edward's Chronicle. During the war he continued to produce poems of a spiritual or metaphysical nature, most of which were never published. In 1945, he turned to novel-writing. After his first two attempts were rejected, his third novel, The Far Hills, was published in 1952. It is a roman à clef about the first few months of his married life in Dublin. It is also an unflattering picture of the drabness and mean-spiritedness of lower middle class Irish life in the mid-1940s. Two further novels about South Africa followed and their unvarnished descriptions of the reality of life for the native population probably contributed to Cleeve's eventual expulsion from the country.
In the mid-1950s, Cleeve began to concentrate on the short story form. During the next 15 years over 100 of his short stories were published in magazines and periodicals across five continents. He sold nearly 30 to The Saturday Evening Post alone. In 1966, his story Foxer was honoured with a scroll at the annual Edgar Awards.
During the 1960s and 70s, Cleeve returned to writing novels with considerable success. He produced a series of well-received mystery and spy thrillers that did not sacrifice character to plot. One of these, Dark Blood, Dark Terror, was reviewed in the following terms by The Sunday Express: "Dublin author's exciting novel overshadows a man of genius. I am afraid Graham Greene comes off second best". (This was a reference to Greene's The Comedians.)
In 1971, Cleeve published Cry of Morning, his most controversial and successful novel up to that point. It is a panoramic depiction of the economic and social changes that affected Ireland during the 1960s as seen through the eyes of a disparate collection of well-drawn characters. Cleeve subsequently achieved even greater commercial success, especially in the United States, with a number of historical novels featuring a strong female character as protagonist. The first of these, Sara, is set in England during the Napoleonic era and was published in 1975.
Cleeve also wrote several works of non-fiction, principally the Dictionary of Irish Writers. This was a 20-year project to provide to scholars and the general public alike a comprehensive resource on Irish writers at an affordable price. It was a labour of love that consumed a great deal of his time and was effectively subsidised by his more commercial pursuits. The last edition was published in 1985.
On 31 December 1961, Telefís Éireann was launched as the Republic of Ireland's first indigenous television station. Cleeve joined the station as a part-time interviewer on the current affairs programme, Broadsheet. In 1964, a new documentary series, Discovery, began with Cleeve as scriptwriter and presenter. The series covered all aspects of Irish life and Cleeve won a Jacobs' Award for his contribution.
In January 1966, Telefís Éireann announced that Cleeve was being dropped as presenter of Discovery because his voice was deemed to be "too light in tone". Many suspected that the real reason was political. Cleeve was told by a colleague that his English accent was felt to be similar to that of the "ascendancy class". This was a reference to the Protestant Ascendancy elite which had governed Ireland up to 1800. An evening newspaper mounted a campaign on Cleeve's behalf and he was soon reinstated.
In September 1966, he joined the new weekly current affairs programme, 7 Days. There, Cleeve and his colleagues set about exposing issues of public interest, much to the dismay of the traditional power structures of big business, the Catholic Church and the political parties. Eventually, external pressure led to the programme coming under tighter editorial control. Cleeve refused to be subject to the new regime and was moved to other less controversial programmes. Telefís Éireann did not renew his contract when it expired in 1973, ironically, just as his last documentary won two awards at the Golden Prague International Television Festival. The documentary, Behind The Closed Eye, focused on the Irish poet Francis Ledwidge who was killed while serving in the British army in Belgium during World War I.
In addition to his literary and broadcasting careers, Cleeve had a lively interest in many other areas.
- While living in South Africa, he took up épée fencing under the Italian master, Ugo Monticelli. Later, in Ireland, he became prominent in the sport's organisation and went on to become Irish champion in 1957 and 1959.
- Shakespeare's Hamlet fascinated him and his thesis on the origin of the tale of the Danish prince led to him receiving his PhD from University College Dublin.
- His interest in languages drew him to the study of Shelta, the secret language of the Irish Traveller people.
Raised as an Anglican, Cleeve converted to Roman Catholicism in 1942. In his thirties he became agnostic but continued to pursue his interest in the spiritual dimension of life. In 1977, he began to experience a deep sense of the presence of God and the effect on his life was profound. He all but abandoned his successful literary career and wrote three mystical works that aroused much debate in Ireland. The first of these, The House on the Rock, contains a series of meditations on a wide variety of topics from the nature of good and evil to more secular matters such as politics and nuclear energy. This was followed by The Seven Mansions, which delves deeper into some of the subjects covered in its predecessor. The third book, The Fourth Mary, was published in 1982 and is an account of a branch of the cult of Dionysus that flourished in first century Jerusalem.
When the clamour caused by his spiritual books died down, Cleeve withdrew from the public gaze. He continued to write for a small audience of those who contacted him following publication of The House on the Rock. In 2001, he published a collection of essays on the Internet summarising his spiritual beliefs. In these, he described the steps he believed were necessary for anyone wishing to pursue a spiritual life. They consist of learning to follow God's guidance as an "inner voice" in one's mind, uncovering the past failures that keep one trapped in a negative cycle of self-absorption, and learning the qualities necessary to live as one of God's servants.
Following his wife Veronica's death in 1999, Cleeve moved to the village of Shankill, Dublin. His health deteriorated rapidly following a series of small strokes. In November 2001, he married his second wife, Patricia Ledwidge, and she cared for him during his final months.
On 11 March 2003, he died suddenly of a heart attack and his body now lies under a headstone bearing the inscription, 'Servant of God'.
- The Far Hills (1952)
- Portrait of My City (1953)
- Birth of a Dark Soul (1954) (also published as The Night Winds)
- Assignment to Vengeance (1961)
- Death of a Painted Lady (1962)
- Death of a Wicked Servant (1963)
- Vote X for Treason (1964) (also published as Counterspy)
- Dark Blood, Dark Terror (1966)
- The Judas Goat (1966) (also published as Vice Isn't Private)
- Violent Death of a Bitter Englishman (1967)
- You Must Never Go Back (1968)
- Exit from Prague (1970) (also published as Escape from Prague)
- Cry of Morning (1971) (also published as The Triumph of O'Rourke)
- Tread Softly in this Place (1972)
- The Dark Side of the Sun (1973)
- A Question of Inheritance (1974) (also published as For Love of Crannagh Castle)
- Sara (1975)
- Kate (1977)
- Judith (1978)
- Hester (1978)
- A Woman of Fortune (1993)
- Dictionary of Irish Writers – Volume 1 (1967)
- Dictionary of Irish Writers – Volume 2 (1970)
- Dictionary of Irish Writers – Volume 3 (1971)
- W.B. Yeats and the Designing of Ireland's Coinage (1972)
- The House on the Rock (1980)
- The Seven Mansions (1980)
- 1938: A World Vanishing (1982)
- The Fourth Mary (1982)
- A View of the Irish (1983)
- Biographical Dictionary of Irish Writers (1985) (with Anne Brady)
Radio/TV Plays and Scripts
- The Voodoo Dancer (1961)
- Comeback (1962) (with Veronica Cleeve)
- The King of Sunday (1962)
- A Case of Character (1964) (with John Bowen)
- The Girl from Mayo (1969) (with Carolyn Swift)
- You Must Never Go Back (1971) (with Peter Hoar)
- Cry of Morning (1972) (with Peter Hoar)
- Exit from Prague (1972) (with Peter Hoar)
Short stories (selected)
- Alibi (1947)
- The Eight Kikuyu (1955)
- Passport to Darkness (1956)
- The Salmon of Knowledge (1957)
- The Medal (1961)
- The Panther (1961)
- The Sergeant (1963)
- Foxer (1965)
- The Horse Thieves of Ballysaggert (1966) (Collection)
- The Devil & Democracy (1966)
- First Love (1968)
- Madonna of Rathmines (1969)
- An Arab was the First Gardener (1970)
- Burke, Sir Bernard, Burke's Irish family records, Burke's Peerage, 1976
- Lee, David and Jacobs, Debbie, Made in Limerick Vol.1, History of industries, trade and commerce, Limerick Civic Trust, 2003
- Obituary, The Irish Times, 22 March 2003
- London Gazette, 21 May 1940
- Cleeve, Veronica, A Woman's Story, Capel, 1982
- Mystery Writers of America (searchable database)
- The Irish Times, "Brian Cleeve's Golden Girl", 10 May 1976
- RTV Guide, 4 December 1964
- Evening Press, 11–13 January 1966
- Dowling, Jack, Doolan, Lelia, and Bob Quinn, Sit Down and Be Counted: The Cultural Evolution of a Television Station, Wellington Publishers, 1969
- Graham, Godfrey, Forty Years Behind the Lens at RTÉ, Ashfield Press, 2005 (p.68)
- Sunday Independent, "For Brian Cleeve, it's Apocalypse Now", 30 March 1980
Additional reading and sources
- Bruce, Jim, Faithful Servant: A Memoir of Brian Cleeve (Lulu, 2007, ISBN 978-1-84753-064-6)
- Cleeve, Veronica, A Woman's Story, (Capel, 1982, ISBN 0905441567)
- Macdonald, Gina (ed.), Dictionary of Literary Biography, Volume 276: British Mystery and Thriller Writers Since 1960 (Thomson Gale, 2003, ISBN 978-0-7876-6020-8)
- Reilly, John M.(ed.), Twentieth-century crime and mystery writers (Palgrave Macmillan, 1985, ISBN 0-312-82418-1)
- Vasudevan, Aruna (ed.), Twentieth-century romance and historical writers (St. James Press, 1994, ISBN 1-55862-180-6)
|Wikiquote has quotations related to: Brian Cleeve|
- Article on Brian Cleeve at the Author's Calendar
- An Invitation to Spiritual Life
- Brian Cleeve Radio Interview 1972


Charles Webster Hawthorne
|Charles Webster Hawthorne|
January 8, 1872|
Lodi, Illinois[disambiguation needed]
|Died||November 29, 1930(aged 58)|
|Education||National Academy of Design and the Art Students League|
He was born in Lodi, Illinois[disambiguation needed] and his parents returned to Maine, raising him in the state where Charles' father was born. At age 18, he went to New York, working as an office-boy by day in a stained-glass factory and studying at night school and with Henry Siddons Mowbray and William Merritt Chase, and abroad in both the Netherlands and Italy. In 1908 he was elected into the National Academy of Design as an Associate member and became a full Academician in 1911.
[He studied painting under several notable artists] at the National Academy of Design and the Art Students League. Among his teachers were Frank Vincent DuMond and George de Forest Brush. But Hawthorne declared that the most dominant influence in his career was William Merritt Chase, with whom he worked as both a pupil and assistant. Both men were naturally talented teachers and figurative painters who were drawn to rich color and the lusciousness of oil paint as a medium. Chase passed on a Munich tradition of tone values and tone painting, and Hawthorne learned all he could.
While studying abroad in the Netherlands as Chase's assistant, Hawthorne was influenced to start his own school of art.
His winters were spent in Paris and New York City, his summers at Provincetown, Massachusetts, the site of his school. In addition to founding the Cape Cod School of Art, Hawthorne was also a founding member of the Provincetown Art Association established in 1914. While in Paris Hawthorne became a full member of the French Société Nationale des Beaux-Arts in 1917.
The Cape Cod School of Art was the first outdoor summer school for figure painting and grew into one of the nation's leading art schools. Under thirty years of Hawthorne's guidance, the school attracted some of the most talented art instructors and students in the country including John Noble, Richard Miller, and Max Bohm. At his school, Hawthorne gave weekly criticisms and instructive talks, guiding his pupils and setting up ideals but never imposing his own technique or method.
Another well known student was Norman Rockwell, who studied with Hawthorne one summer while he was enrolled at the Art Students League. William H. Johnson also studied with Hawthorne and later got a grant from him.
Among his works:
- The Trousseau, Metropolitan Museum of Art
- Mother and Child, Syracuse Museum
- Net Mender, Rhode Island School of Design, Providence
- Venetian Girl, Worcester Art Museum
- The Family, Buffalo Fine Arts Academy
- Crew of the Philomena Manta, 1915, Provincetown Art Collection
- Fish Cleaners, Provincetown Art Collection
- Untitled (Study of girl in white), 1927, Provincetown Art Collection
- Girl in Yellow Scarf, 1904, Butler Institute of American Art, Youngstown, Ohio
- The Fisherman's Daughter, Corcoran Gallery of Art, Washington, D.C.
His class studio in Provincetown on Miller Hill Road (currently known as the Hawthorne School of Art) was added August 21, 1978 to the National Register of Historic Places. His son, Joseph Hawthorne, was a successful orchestral conductor.
- Webster's Biographical Dictionary, Springfield, Massachusetts: G. & C. Merriam, 1980 , p. 680, ISBN 0-87779-443-X
- Kathleen Gibbons. "Charles Webster Hawthorne 1872-1930". Butler Museum of Art. Retrieved October 19, 2010.
- Lauren Rogers Museum of Art (1999). "A Painter's Painter: Charles Webster Hawthorne; The Influence of Provincetown and Henry Hensche on Sammy Britt, Gerald DeLoach, Richard Kelso, and George T. Thurmond". Lauren Rogers Museum of Art. Retrieved 2007-02-15.
- "Art and Life of William H. Johnson: A Guide for Teachers". Smithsonian American Art Museum. Retrieved October 19, 2010.
- "A Painter's Painter: Charles Webster Hawthorne; The Influence of Provincetown and Henry Hensche on Sammy Britt, Gerald DeLoach, Richard Kelso, and George T. Thurmond"
- Several Hawthorne exhibition catalogs from The Metropolitan Museum of Art Libraries (fully available online as PDF)
- "Finding Aid for the Charles W. Hawthorne Papers, 1904-1947", The Frick Collection/Frick Art Reference Library Archives.
This article incorporates text from a publication now in the public domain: Gilman, D. C.; Thurston, H. T.; Moore, F., eds. (1905). "article name needed". New International Encyclopedia (1st ed.). New York: Dodd, Mead.


Duke Huan of Qin
|Duke Huan of Qin
|Ruler of Qin|
|Predecessor||Duke Gong of Qin|
|Successor||Duke Jing of Qin|
|House||House of Ying|
|Father||Duke Gong of Qin|
Duke Huan of Qin (Chinese: 秦桓公; pinyin: Qín Huán Gōng, died 577 BC) was from 603 to 577 BC the seventeenth ruler of the Zhou Dynasty state of Qin that eventually united China to become the Qin Dynasty. His ancestral name was Ying (嬴), and Duke Huan was his posthumous title. Duke Huan succeeded his father Duke Gong of Qin, who died in 604 BC, as ruler of Qin.
In 578 BC, Qin suffered a major defeat at the hand of the State of Jin. Duke Li of Jin accused Qin of treachery and personally led an alliance of eight states (Jin, Qi, Song, Wey, Zheng, Cao, Zhu, and Teng) to attack Qin. The two sides fought at Masui (in present-day Jingyang County, Shaanxi). Qin was resoundingly defeated and two of its generals were captured, although Duke Xuan of Cao, ruler of Jin's ally Cao, was also killed in the battle.
- Sima Qian. 秦本纪 [Annals of Qin]. Records of the Grand Historian (in Chinese). guoxue.com. Retrieved 1 May 2012.
- Han, Zhaoqi (2010). "Annals of Qin". Annotated Shiji (in Chinese). Zhonghua Book Company. pp. 400–403. ISBN 978-7-101-07272-3.
- Zuo Qiuming (translated by James Legge). "Book VIII. Duke Cheng". Zuo Zhuan (in Chinese and English). University of Virginia. Retrieved 23 April 2012. Chapter XIII.
Duke Huan of QinDied: 577 BC
Duke Gong of Qin
|Duke of Qin
Duke Jing of Qin