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volunteers bring you 15 recordings of The Legend of Heinz von Stein by Charles Godfrey Leland. This was the Weekly Poetry project for November 11, 2012. Charles Godfrey Leland was an American humorist who traveled extensively throughout Europe and the US. Leland worked in journalism, and became interested in folklore and folk linguistics, publishing books and articles on American and European languages and folk traditions. He worked in a wide variety of trades, achieved recognition as the author of the comic Hans Breitmann’s Ballads, fought in two conflicts, and wrote what was to become a primary source text for Neopaganism half a century later, Aradia, or the Gospel of the Witches. ( Summary from Wikipedia )...

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Adventure, Humor, Romance, Poetry

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The Florentin's Cliché should be constructed as follows: - Change the figurative language [figure of speech] of a cliché to a literal language; - Or distort the clichés, make them abnormal, deviate their common sense by simple substitutions of words; - Or eliminate some words from a cliché, or switch the verbs between assertion and negation, in order to give the cliché a surprising new significance: - Or consider a chain of (more or less) contradictory clichés and put together with a unitary semantics; - Or juxtapose a cliché with a … (partial or total) contradictory syntagma! And as a whole the Florentin’s Cliché should be bended with humor. ...

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51. To be in the right place at the left time! 52. The German language you learn it’s Greek to me 53. This dirty and shaded homeless saved me like a knight in shinning armor 54. In cold blood but hot under the collar he throws cold water on her to getting hot 55. Do not step on his toes, but on his shoes. 56. I don’t like you. Nice to see you! 57. The director jumped to conclusion from the third floor through the window… ...

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Preface: Changing the Figurative Language to a Literal Language: 4 Florentin’s Clichés: 12

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Eleven linguistic categories are presented (Murphy’s laws, the clichés, homonyms, tautologies, proverbs, metagrams, translations, definitions, figures of paradoxism, monorhymes, and abbreviations), which afterwards are respectively turned into their corresponding Florentin’s Laws, clichés, homonyms, etc. and exemplified....

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Let’s Make Experiments in Linguistics (General preface) - 6 1. FLORENTIN’S LAWS If anything can go wrong, pass it on to someone else! - 8 1.1. ADVENTURES and VARIATIONs IN MURPHY’s LAW (Preface) - 9 1.2. What and Why Florentin’s law - 11 1.3. Florentin’s Laws / !An Author to the Cube! - 13 1.3.1. Florentin’s Laws: To hell with Murphy, deviate! - 14 1.3.2. Florentin’s Laws: Relax Peter’s! - 16 1.3.3. Florentin’s Interdisciplinary Laws - 18 1.3.4. More Variations in Florentin’s Law - 20 2. FLORENTIN’S CLICHÉS The dictator lifts the state of emergency with a crane - 22 2.1. Changing the Figurative Language to a Literal Language (Preface) - 23 2.2. Florentin’s Clichés - 28 3. FLORENTIN’S HOMONYMS Send me an e-male - 36 3.1. Preface: Send me an e-male = Florentin’s Homonyms = - 37 3.2. Florentin’s Homonyms - 39 3.2.1. First face of the story (Homophones) - 40 3.2.2. Second face of the story (Homophones) - 42 3.2.3. Multiple faces of the story (Homophones) - 44 3.2.4. Others (Homographs) – 45 4. FLORENTIN’S TAUTOLOGIES - 46 4.1. About Florentin’s Tautologies - 47 5. FLORENTIN’S PROVERBS - 48 5.1. Introduction: Dev...

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This volume is a result of two decades' efforts in teaching Hawaiian. The objects of the book are to present the principal conversational and grammatical patterns and the most common idioms, and to prepare the student for a final reward: the capacity to read and enjoy the rich heritage of Hawaiian traditional legends and poetry. Over the years, the reasons cited for studying Hawaiian have been diverse. Some students are merely curious or hopeful for easy credit; some have an emotional dedication to Hawaii's past. Some have practical aims. They want to teach the language or culture of Hawaii. Some want to become translators of the vast storehouse of as-yet-untranslated materials. Some wish to prepare literary materials for primary or secondary education levels, or to write novels. Some want to do anthropological fieldwork or any other work that will take them to the South Seas where mastery of closely related languages is so essential. Students majoring in linguistics want to probe deeper into the structure of the Hawaiian language. Some students wish to speak Hawaiian to grandparents and other native speakers still found on Niihau ...

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The Hawaiian phonemes are listed below. English examples are approximate. The Hawaiian vowels are "pure," i.e., without glides. They are of either short or long duration. The consonants p and k have less aspiration (i.e., they are "harder") than similar English sounds in initial position. (Pairs distinguished by single phonemes follow descriptions in parentheses.) Long a (a) is longer than the other long vowels....

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Astrological aspects (conjunctions, oppositions, trines, squares, sextiles) between dates of two historical events explain their similar or opposite character. This is illustrated by the example of the Munich Conference (1938) and the birth dates of its participants. Historical repetitions connected with the 60 years period of the Chinese horoscope are considered (Russia annexed Crimea in 2014, 60 years after the peninsula was given to Ukraine by order of Khrushchev). The half-period of 30 years is connected with couples of events combining analogy with contrast (e.g. the Sepoy uprising of 1857 and India's independence of 1947=1857+90). The chronology of the conflicts in the spheres of direct geopolitical influence of Germany, Serbia, Iraq, China and Russia is examined as a continuation of the comparative study of these spheres performed in V. P. Kostov, "The Rules of History". Other regions are also compared historically and geographically - South Europe, Georgia, South America, Spain and Mexico. Repetition of historical events or their analogy is often accompanied by high correlations between names of participants or places of bat...

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Definition. Suppose that two words contain respectively m and n letters, where n is greater than or equal to m. Suppose that they have exactly p letters in common counted with the possible repetitions. Then the correlation between the two words is equal to p/m. For instance, the correlation between the words « Italy » and « Sicily » is 3/5 (one has m=5, n=6 and p=3). The one between the words « Aix » and « Paris » is 2/3 (m=3, n=5, p=2). In any case the correlation remains a purely formally defined quantity. When the resemblance between two words is discussed one takes into account also the fact whether the first letters (eventually the first vowels) are the same and/or whether the letters in common are in the same order. Then comes the delicate question about spelling and pronunciation. This might raise the question whether the letters « s » and « ç » should be distinguished or not. But let's illustrate first the notions of correlation and resemblance by some examples. The resemblance between the names of (Aimé-Joseph) Darnand, head of the French Militia during the German occupation in World War II, and of the admiral (Jean L...

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Preface. Chapter 1. The Chinese horoscope and parallel events. Chapter 2. Comparison between five geographic regions. Names of persons and places of battles. Appendix 1. Beginnings and ends of the years according to the Chinese horoscope. Appendix 2. The Cyrillic alphabet....

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Have a video that you need to make accessible, but don't have a clue how to start? This book will get you up and running in no time. It will show you how in layman's language how to go about the task of closed captioning your videos, what the different formats are, what software to use, and will also go over the basic style guidelines in creating captioned videos....

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Captioning video not only makes video accessible to the deaf and hard-of-hearing, but there are other compelling reasons for it as well. These are also good talking points to convince others of the need to caption video. • Captioned videos have better user retention of the video content. • The video’s transcripts are searchable, so you will get better Search Engine Optimization (SEO), which may give you a leg up on your competition. • Captioned video also opens your market reach to a whole new segment of paying customers - the deaf! • It’s the law. Many videos that are provided to the public must be captioned either due to federal communication law, or merely a company’s policy regarding accessibility. • Language learning relies heavily on captioned video. • If the viewer is in a noisy area and does not have access to headphones, the captions can be read while watching the video. • Similarly, if the viewer does not have headphones and cannot turn up the volume due to the need to keep noise to a minimum (like in a library or nursery), the captions are there to provide what is being spoken....

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Preface 1. Why Caption Video? 2. Captioning Formats 3. Helpful Software 4. Captioning Style Guide Helpful Video Captioning Related Links About the Author...

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In the course of the last decade of second millenium I began an intensive correspondence with poets, writers, and translators from around the world. ]\0 restrictions by any political system were imposed to me and no fear. It was like a lyrical fiesta that I enjoyed, .. This poetry volume, in seven languages, is a result of my "aggressive" cooperation and thousands of letters I sent (and received) between 1990-2000 since I exiled to and lived in America. In February 1991 I was invited to give a speech and read some of my literary creation at the Moorhead State University in Minnesota. With that occasion. the students in French and Spanish classes translated several of my poems: Chris Raymond, Marcia Melrose, Shannon Dyrud, and Carmen Kinnischtcke. Even more, Teresinka Pereira, President of International Writers and Artists Association, published my first Spanish booklet, . .Inventario del general malo", 1991, and my first Portuguese booklet. ,.Fanatico", 1989. I have randomly contributed to various international journals and anthologies of v•erse. Whatever address fell in my hands. I sent it poems. Thus, Virginia Rhodas from Buenos A...

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution of ...

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the ka Haka Ula O keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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Ua nui ko Kimo hauoli i ka lohe ana e pili ana i ka pepe hou. O Kimo ke keiki hookahi o ka ohana Komohale, a kokoke e piha elima makahiki ia ia i keia wa. Aka nae, i nehinei no i hai mai ai kona mama a me kona papa ia ia e loaa ana he pepe hou ma ka ohana. Hookahi wale no nae pilikia o ka ohana Komohale. Ua liilii loa ko lakou hale, a makemake lakou e pakui i lumi moe hou no ka pepe....

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula o Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

Description Details
The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

Description Details
The internationally known ?Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the ?Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The ?Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawai?i State Department of Education and the Ka Haka ?Ula O Ke?elikolani College of Hawaiian Language of the University of Hawai'i at Hilo. Additional operations include production and distr...

Description Details
The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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Tutu, he aha ke ano o keia mea kanu" i ninau ai o Kalei. "He lai kena," i pane aku ai kona kupuna kane. "I mea aha ka lai" "Nui na ano hana a ka lai. Hiki ia oe ke lei i ka lai. Eia. "...

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The internationally known Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawaii State Department of Education and the Ka Haka Ula O Keelikolani College of Hawaiian Language of the University of Hawaii at Hilo. Additional operations include production and distribution...

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O Wakea, o ia hoi ka makuakane o na mokupuni o Hawaii nei, o ia ke kane. O Hoohokukalani ka wahine. Hapai o Hoohokukalani a nui aela kona opu. O kana pepe mua ana keia, o ia hoi kana hiapo. Hanau o Hoohokukalani. He pepe eepa kana; he keiki alualu. Olelo ia o ia e kanu i ia pepe ma ka aoao hikina o ka hale, o ia hoi ma ka aoao e pii mai ai ka la i ke kakahiaka....

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The internationally known ‘Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the ‘Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The ‘Aha Punana Leo has also initiated two Hawaiian language medium laboratory schools which it runs in cooperation with the Hawai’i State Department of Education and the Ka Haka ‘Ula O Ke’elikolani College of Hawaiian Language of the University of Hawai’i at Hilo. Additional operations include production and distr...

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Kula Kaiapuni Hawai’i is usually a stream of classes within an English medium school. While children in the English medium classes often admire the ability to speak Hawaiian, they also sometimes tease Kula Kaiapuni Hawai’i students for being different. Although all children tease each other, being teased while in a minority position requires some positive support. This book was written in response to parents' requests for help in dealing with a true-life situation: the derision of Hawaiian cultural practices by non Hawaiian-speaking children. This story provides a traditional strategy for ignoring teasing as well as reinforcement for practices and values of Kula Kaiapuni Hawai’i students that parents view as positive....

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The internationally known ‘Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the ‘Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The ‘Aha Punana Leo has also initiated Hawaiian language medium laboratory schools which it runs in cooperation with the Hawai’i State Department of Education and the Ka Haka ‘Ula O Ke’elikolani College of Hawaiian Language of the University of Hawai’i at Hilo. Additional operations include production and distribut...

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Page 1-Many things can go! -- Page 2-How do you go? You go with your two feet. -- Page 4-How does a dog go? It goes with its four legs. -- Page 7-How does a horse go? It goes with its hooves. -- Page 9-How does a fish go? It goes with its fins. -- Page 10-How does a crab go? It goes with its ten legs. -- Page 12-How does a tricycle go? It goes with its three little wheels. -- Page 15-How does a car go? It goes with its wheels. -- Page 17-How does a big truck go? It goes with its big wheels. -- Page 18-How does a centipede go? It goes with its many legs. -- Page 20-How does a rock go? How indeed? --...

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The internationally known ?Aha Punana Leo, Inc. is a non-profit organization which was established in 1983 to revitalize the nearly extinct Hawaiian language and establish schools taught entirely through that language. The following year, the organization founded the first Punana Leo school which was also the first Native American language immersion school in the United States. After the Punana Leo families changed an 1896 law banning Hawaiian language schools, the Punana Leo method of education, along with the first graduates of the program, were taken into the public schools. With strong support from the ?Aha Punana Leo, that state government program has expanded to the twelfth grade. Presently there are eleven Punana Leo preschools that graduate students and provide growth for such government Hawaiian language schools. The ?Aha Punana Leo has also initiated Hawaiian language medium laboratory schools which it runs in cooperation with the Hawai?i State Department of Education and the Ka Haka ?Ula O Ke?elikolani College of Hawaiian Language of the University of Hawai?i at Hilo. Additional operations include production and distribut...

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He wahine malihini o Pele i holo kona manao e holo mai i Hawaii nei. Aole i maikai kona noho ana me kona kaikuaana, me Namakaokahai a ua makemake o ia e holo mai i kekahi aina okoa....

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Language is the fiber that binds us to our cultural identity. The UH Hilo College of Hawaiian Language, Ka Haka Ula O Keelikolani was established in 1997 by the Hawaii State Legislature to “serve as a focal point for the states efforts to revitalize the Hawaiian language through teacher training, undergraduate and graduate study of Hawaiian, community outreach, research and testing, use of technology, national and international cooperation, and the development of liberal education in Hawaiian for future generations of Hawaiian speakers. ” Named in honor of Ruth Keelikolani Keanolani Kanahoahoa, the 19th century high chiefess known for her strong advocacy of Hawaiian language and culture, the College models its operation primarily through an indigenous language. Building upon the vast repository of traditional knowledge passed down through generations, the College seeks to develop an academic curriculum emphasizing language acquisition, linguistics, traditional culture and education programs which are culturally responsive to the needs of the Hawaiian medium learning environment, and support a network of community outre...

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There will be a culturally enlightened Hawaiian nation, there will be a Hawaiian nation enlightened. The Native Hawaiian Education Council (NHEC) was established by Congress in 1994, and reauthorized as part of the No Child Left Behind Act of 2001, Public Law 107-110, Title VII, Part B, also known as the Native Hawaiian Education Act. Among other things, this act authorizes the Secretary of Education to make a direct grant to the Education Council to coordinate the educational and related services and programs available to Native Hawaiians; to assess the extent to which such services and programs meet the needs of Native Hawaiians, and collect data on the status of Native Hawaiian education; to provide direction and guidance, through the issuance of reports and recommendations, to appropriate Federal, State, and local agencies in order to focus and improve the use of resources for Native Hawaiian education, and serve, where appropriate, in an advisory capacity; and to make direct grants, if such grants enable the Education Council to carry out the duties as prescribed by the Act. The NHEC is a twenty-five member, statewide...

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Preface. 11 -- Acknowledgements. 15 -- Na Honua Mauli Ola Guidelines. 17 -- Guidelines for Learners. 21 -- Guidelines for Educators. 33 -- Guidelines for Schools and Institutions. 45 -- Guidelines for Families. 55 -- Guidelines for Communities. 65 -- Na Honua Mauli Ola Action Plan. 77 -- Programs and Organizations Glossary. 79 -- Hawaiian Glossary. 81 -- English Glossary. 87 -- References. 89 --...

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The selection of poems in this anthology may seem a bit unorthodox for Polish literature experts. I have no degree or expertise in any sort of literary research, which may well be the reason for my bizarre taste as presented here. I have tried my very best to include mainly those poems that are obligatory readings in Polish high schools, so that the English Reader can have the chance to get to know a portion of the choicest Polish poetry that an average Pole has willy-nilly come across in his life (one of the poems happens to be a well-known Christmas carol, even). However, Witkacy’s poem about his portrait company might be an exception to the rule. I have (un)fortunately excluded all the longer though important and well-known poems, since I have my deep and well-grounded doubts whether they would ever get read. Sigh. Again, Ode to Youth by Adam Mickiewicz is an exception and hopefully some will read it. I do realize that for the Modern Reader, it may come as a very odd practice to use the thou-thee-thy forms even in translations of classical poetry. I have made use of them, but only in the earlier poems i.e. since the beginnings...

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To the Young by Adam Asnyk (1838–1897) The brightening flame of truth pursue, Seek to discover ways no human knows. With every secret now revealed to you, The soul of man expands within the new. And God still bigger grows! Although you may the flowers of myths remove, Although you may the fabulous dark disperse, And tear the mist of fancy from above; There’ll be no shortage of new things to love, Farther in the universe. Each epoch has its special goals in store, And soon forgets the dreams of older days. So, bear the torch of learning in the fore, And join the making of new eras’ lore. The House of the Future raise! But trample not the altars of the past! Although you shall much finer domes erect. The holy flames upon the stones still last, And human love lives there and guards them fast, And them you owe respect! Now with the world that vanishes from view, Dragging down the perfect rainbow of delight, Be gently reconciled in wisdom true. Your stars, oh, youthful conquerors, they, too, Will fade into the night!...

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Translator’s note Mother of God Song XXV On Health God’s Plaything Man Fickle To a Corpse When God Is Born, No Power Prevails Vanity My Testament [In Sophie’s Diary] In Verona My Little Song (II) The Tempest To*** Upon the Alps in Splügen 1829 Uncertainty To My Cicerone Ode to Youth [Defend Me from Myself] To the Young Oh, Void Complaints No, Nothing Happened There A Sonnet (One Heart) The End of the 19th Century Hymn to Nirvana Welcome My Beloved Mountains A Portrait Company [I Want No Weeping at My Grave] About the translator...

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How consciousness can become part of all of life,

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nearly every atom in your body is exchanged every month only your bones take longer and are new almost yearly that’s why you eat so much every birthday you have an entirely different body - so, who are you ? - your essence existed before you your affects exist all around you who you are in essence and what you did and what you do are eternal...

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Item Title 1 Introduction 2 Index Poem1 Already Damned Poem2 Can You Imagine Poem3 The Joy Of Poem4 Fear Is A Prison Poem5 Truth and Illusions. Poem6 Critical Eyes Poem7 Our Poetry Poem8 The Trouble With Silence Poem9 Empty Room Poem10 Freedom Poem11 What Am I Tomorrow Poem12 The Bottom Of Things Poem13 The Painful Way To Enlightenment Poem14 Ripples and Echoes Poem15 Phase 1 Poem16 God Is Eccentric Poem17 Friends Poem18 Comfort Poem19 Comfort Too Poem20 Today Poem21 The Light Poem22 Working Poem23 Welcome You Poem24 Coffee Poem25 Words Poem26 ...

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Most countries and peoples of Europe and Asia are grouped in the spheres of direct geopolitical influence of Russia, Germany, Serbia, Iraq and China. Repetition of relationship (defined by ethnic and religious proximity) between countries from these spheres are observed. Thus there are two Russian (German, Serbian, Chinese) speaking countries - Russia and Belarus (Germany and Austria, Serbia and Montenegro, China and Taiwan). The Iberian and Balkan Peninsulas exhibit similar political geography and history. Important events (e.g. World Wars) occur in couples. In American and Russian history the number 12 is crucial for its understanding (6 couples of most important wars in the former and 12 communist and post-communist rulers in the latter, the events of post-communism repeating the ones of communism). If a (post)-communist Russian leader has the same name as a former Russian tsar or prince, then a repetition of events takes place - the names Boris (Godunov) and Mikhail (Romanov) are connected with the Time of Troubles, Mikhail Gorbachev and Boris Yeltsin mark the perestroika, its modern version. The book is addressed to those inter...

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It is natural to consider the following countries as belonging or having once belonged to the zone of direct geopolitical influence of Germany: Austria, Hungary, Poland, Lithuania, The Czech Republic, Slovakia, Croatia, Slovenia, Italy, Switzerland, France, Luxembourg, Belgium, The Netherlands and Denmark. The reasons (except in most of the cases to be direct neighbours) are the following ones: - some of them (namely, Austria, Hungary, parts of Poland, The Czech Republic, Slovakia, Croatia and Slovenia) have belonged to the Austro- Hungarian Empire, where German was the official language; - others (France, Belgium, Denmark, Lithuania and Italy) have annexed after World War I territories peopled at least in part by ethnic Germans; these were the German territories respectively Alsace and Lorraine for France, the cantons Eupen and Malmedy for Belgium (today they constitute its German speaking linguistic zone), Northern Schleswig for Denmark, the port Memel (Klaipeda) for Lithuania; Italy has annexed the German speaking Southern Tyrol belonging up to then to Austria-Hungary; today this is one of the five Italian regions...

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Preface Chapter 1. Resemblance and correlation between words Chapter 2. Resemblances between different geographical regions Chapter 3. Resemblance between historical events Chapter 4. The five spheres of direct geopolitical influence in the Old World Chapter 5. The rules of the American history Chapter 6. The rules of the Russian history...

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In this book the authors endeavor to provide the people of the State of Hawaii with a glossary of important place names in the State, including names of valleys, streams, mountains, land sections, surfing areas, towns, villages, and Honolulu streets and buildings. The first edition of Place Names of Hawaii contained only 1,125 entries. The coverage is expanded in the present edition to include about 4,000 entries, including names in English. Individual entries have been lengthened, especially for important places or those rich in legendary or historical associations, for example, Io-lani, Ka-huku, Ka-lihi, Ka-wai-a-Ha o, Moana-lua, and La Pérouse. As in the earlier volume, meanings of the Hawaiian names are given when possible, as well as background information and, in some instances, references that may be consulted for verification and further information. Approximately 800 more names are included in this volume than appear in the Atlas of Hawaii (see References). The difference is due to the inclusion here of names of surfing areas, streets, and buildings, and of rocks and spots for which legends exist. The names in the Gloss...

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Glossary. 1 -- Hawaiian words used in the Glossary. 3 -- Abbreviations used in the Glossary. 4 -- Glossary. 5 -- Appendix. 235 -- Previous studies of place names. 235 -- Sources consulted. 237 -- Sound changes and the need for salvage. 238 -- New names. 241 -- Structural analysis. 243 -- Semantic analysis. 253 -- Words of non-Hawaiian origin and names of streets and buildings. 263 -- Connotative values of place names. 266 -- Names found elsewhere in Polynesia. 277 -- Representation of the lexicon and the grammar in the place names. 280 -- References. 281 --...

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Language, in all parts of the earth, is the principal medium of communication between men. It is employed only by rational beings, or such as to have the faculty of speech; that is, of uttering articulate sounds. Language is the medium of communicating ideas in two ways: 1st, by the use of the voice in the utterance of articulate sounds termed words; 2nd, by characters representing articulate sounds. The former is addressed to the ear, the latter to the eye. Languages, like the people of the earth, are divided into great families. These again, owing to some local or other circumstances, are divided into Dialects. A dialect is a branch of some more general language. A dialect is formed by leaving off from the forms of the general language, or by adding something new to them. The pronunciation may to some extent be altered etc. These changes may be produced by time, accident, culture or neglect. Most if not all the dialects of Polynesia appear to have had the same origin, which, in all probability, was the Malayan. As the Islands of the great Pacific Ocean, constituting Polynesia, are many and far separated, it is reasonabl...

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Grammar is a written account of the principles used in writing or speaking a language. A Hawaiian Grammar is an explanation of the rules and principles used by Hawaiians in speaking and writing their language. Grammatical Treatises are usually divided into several parts, viz. Orthography, Etymology, Syntax and Prosody. Orthography treats of letters and their formation into words. Etymology treats of words and their changes in relation to each other. Syntax teaches the rules whereby words are formed into sentences. Prosody will hardly be included in this Grammar. Note. — It is taken for granted, in this work, that the reader understands the principles of general Grammar; hence many definitions are omitted....

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Grammar Definition Sec. -- 1 —3 -- Part 1 Orthography -- 4 -- Hawaiian Alphabet -- 6 -- Division of Letters -- 8 —10 -- Of the Vowel Sounds -- 11 -- Of the Consonant Sounds -- 13 -- Of the Sounds of Foreign Consonants -- 14 Of Diphthongs -- 15—18 -- Of Syllables -- 19—23 -- Of Words -- 24—26 -- Formation of Words -- 27—36 -- Peculiarities in the Use of Words -- 37—40 -- Of Accents—General Law -- 41—45 -- Letters Dropped -- 46 -- Letters Inserted -- 48 -- Etymology Definition -- 52 -- Of the O Emphatic -- 53 -- Its Place in the Sentence—Rules -- 54 -- Of the Articles Generally -- 55—58 -- Definite articles ka and ke -- 59 -- Where they are Used -- 60—61 – Semi-definite Articles -- 63—65 -- Indefinite Articles -- 66 -- Plural Article -- 67 -- Of the Simple Prepositions -- 68 -- Their Use and Signification -- 69—75 -- Of Nouns Sec. -- 76 -- Nouns Proper and Common -- 77—78 -- Abstract and Concrete -- 79 -- Syllables forming a Class -- 80 -- Of Person -- 82 -- Definition three Persons -- 82 -- Of Number -- 83 -- Nouns have three numbers -- 83—85 -- Signs of Dual and Plural -- 86—94 -- Of Gender -- 95 -- No Neuter Gender -- 96 -- Specifi...

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Preface: The following translation was undertaken from a desire to lay before the English-speaking people the full treasury of epical beauty, folklore, and mythology comprised in The Kalevala, the national epic of the Finns. A brief description of this peculiar people, and of their ethical, linguistic, social, and religious life, seems to be called for here in order that the following poem may be the better understood....

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Contents PREFACE...................................................................................................................................................................................... 5 PROEM ....................................................................................................................................................................................... 30 RUNE I BIRTH OFWAINAMOINEN ..................................................................................................................................... 33 RUNE IIWAINAMOINEN’S SOWING .................................................................................................................................. 38 RUNE IIIWAINAMOINENANDYOUKAHAINEN............................................................................................................. 46 RUNE IV THE FATE OFAINO................................................................................................................................................ 58 RUNE VWAINAVOINEN’S LAMENTATION.....................................................................................

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Scientia Magna is published annually in 200-300 pages per volume and 1,000 copies on topics such as mathematics, physics, philosophy, psychology, sociology, and linguistics....

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0. In 1999, the second author of this remarks published a book over 30 of Smarandache's problems in area of elementary number theory (see [1, 2]). After this, we worked over new 20 problems that we collected in our book [28]. These books contain Smarandache's problems, described in [10, 16]. The present paper contains some of the results from [28]. In [16] Florentin Smarandache formulated 105 unsolved problems, while in [10] C.Dumitresu and V. Seleacu formulated 140 unsolved problems of his. The second book contains almost all the problems from [16], but now each problem has unique number and by this reason in [1, 28] and here the authors use the numeration of the problems from [10]. In the text below the following notations are used....

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V. Mladen and T. Krassimir : Remarks on some of the Smarandache's problem. Part 2 1 W. Kandasamy : Smarandache groupoids 27 L. Ding : On the primitive numbers of power P and its mean value properties 36 D. Torres and V. Teca : Consecutive, reversed, mirror, and symmetric Smarandache sequence of triangular numbers 39 D. Ren : On the square-free number sequence 46 T. Ramaraj and N. Kannappa : On ¯nite Smarandache near-rings 49 X. Kang : Some interesting properties of the Smarandache function 52 L. Mao : On Automorphism Groups of Maps, Surfaces and Smarandache Geometries 55 L. Ding : On the mean value of Smarandache ceil function 74 M. Le : An equation concerning the Smarandache function 78 M. Bayat, H. Teimoori and M. Hassani : An extension of ABC-theorem 81 J. Ma : An equation involving the Smarandache function 89 C. Chen : Inequalities for the polygamma functions with application 91 W. Vasantha and M. Chetry : On the number of Smarandache zero-divisors and Smarandache weak zero-divisors in loop rings 96 M. Le : The function equation S(n) = Z(n) 109 Z. Li : On the Smarandache Pseudo-number Sequences 111 D. Mehendale :...

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Applications demonstrate the power of the DSmT framework. In this third Volume, DSmT is applied to the entire spectrum of the Information Fusion that would interest any reader in data, sensor, information, and mathematical fusion topics. Highlighted in Figure 1 are the contemporary issues that include the links between (1) data conditioning and information management, (2) combined situation and impact assessment, and (2) knowledge representation between machine processing and user coordination. Various applications leverage DSmT “Advances” listed above along with DSmH (hybrid), DSmP (Probabilistic), and DSmT theoretical insights. The third volume attacks these application issues of coordination between the “levels” of information fusion....

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Part I Advances on DSmT 1 Chapter 1 An introduction to DSmT 3 by J. Dezert and F. Smarandache 1.1 Introduction . . . . . . . . . . 4 1.2 Foundations of DSmT . . . . . . . . . 4 1.2.1 The power set, hyper-power set and super-power set . . 6 1.2.2 Notion of free and hybrid DSm models . . . . 18 1.2.3 Generalized belief functions . . . . . . 20 1.2.4 The classic DSm rule of combination . . . . . 21 1.2.5 The hybrid DSm rule of combination . . . . . 22 1.2.6 Examples of combination rules . . . . . . 24 1.2.7 Fusion of imprecise beliefs . . . . . . 29 1.3 Proportional Conflict Redistribution rule . . . . . 33 1.3.1 PCR formulas . . . . . . . . . 34 1.3.2 Examples . . . . . . . . . 35 1.3.3 Zadeh’s example . . . . . . . . 39 1.4 Uniform and partially uniform redistribution rules . . . 41 1.5 RSC Fusion rules . . . . . . . . . 43 1.6 The generalized pignistic transformation (GPT) . . . . 45 1.6.1 The classical pignistic transformation . . . . 45 1.6.2 Notion of DSmcardinality . . . . . . 46 1.6.3 The Generalized Pignistic Transformation . . . 47 1.7 The DSmP transformation . . . . . . . 48 1.7.1 The Probabilistic In...

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This second book devoted on advances and applications of Dezert-Smarandache Theory (DSmT) for information fusion collects recent papers from different researchers working in engineering and mathematics. Part 1 of this book presents the current state-of-the-art on theoretical investigations while, Part 2 presents several applications of this new theory. Some ideas in this book are still under current development or improvements, but we think it is important to propose them in order to share ideas and motivate new debates with people interested in new reasoning methods and information fusion. So, we hope that this second volume on DSmT will continue to stir up some interests to researchers and engineers working in data fusion and in artificial intelligence....

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Preamble iii Prefaces v Part I Advances on DSmT 1 Chapter 1 Proportional Conflict Redistribution Rules for Information Fusion 3 by Florentin Smarandache and Jean Dezert 1.1 Introduction . . . . . . . . . . . 3 1.2 The principal rules of combination . . . . . . . 6 1.2.1 Notion of total and partial conflicting masses . . . . . 6 1.2.2 The conjunctive rule . . . . . . . . . 6 1.2.3 The disjunctive rule . . . . . . . . . 8 1.2.4 Dempster’s rule of combination . . . . . . . 8 1.2.5 Smets’ rule of combination . . . . . . . 9 1.2.6 Yager’s rule of combination . . . . . . . 9 1.2.7 Dubois & Prade’s rule of combination . . . . . . 9 1.2.8 The hybrid DSm rule . . . . . . . . 10 1.3 The general weighted operator (WO) . . . . . . . 11 1.4 The weighted average operator (WAO) . . . . . . . 12 1.4.1 Definition . . . . . . . . . 12 1.4.2 Example for WAO . . . . . . . . . 13 1.4.3 Limitations of WAO . . . . . . . . . 13 1.5 Daniel’s minC rule of combination . . . . . . . 14 1.5.1 Principle of the minC rule . . . . . . . 14 1.5.2 Example for minC . . . . . . . . . 15 1.6 Principle of the PCR rules . . . . . . . . . 20 1.7 The...

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Table of Contents IN THE HOTEL 8 LOOKING FOR HAPPINESS 10 WE MUST THINK MORE DEEPLY—AND UNDERSTAND OUR THINKING 20 OUR BASIC ASSUMPTIONS 24 -- THE FOUNDATIONS OF OUR VALUES -- 24 SELF-CENTEREDASSUMPTIONS 32 GODBASEDASSUMPTIONS 41 CONCEPTS OF GOD 45 3 WHAT IS GOD LIKE? 46 THEISM 49 PROOFS FOR THE EXISTENCE OF GOD 53 IS AMERICA A CHRISTIAN NATION? 57 WHO GETS TO GO TO HEAVEN? 63 DEISM 65 PANTHEISM AND PANENTHEISM 67 AGNOSTICISM 68 ATHEISM 71 SATANISM 96 AN IDEA OF A BETTER SOCIETY AS A BASIC ASSUMPTION 97 THE SOURCE OF POWER IN A SOCIETY 104 FUNDAMENTAL PRINCIPLES OF A SOCIETY 104 TYPE OF GOVERNMENT108 USING GOD’S LAWS FOR SOCIETY 112 SOCIAL CONCERNS—DO UNTO OTHERS 114 ECONOMIC CONCERNS WHEN ESTABLISHING YOUR IDEAL SOCIETY 115 ECONOMIC EFFICIENCY117 THE WELFARE STATE—CRADLE TO GRAVE BENEFITS 119 RETIREMENT PENSIONS 125 HEALTH CARE128 HEALTH CARE AND AGING POPULATIONS 130 WORKING AND RESTING IN THE WELFARE STATE 131 POVERTY IS RELATIVE 134 PENSIONS 134 SICK LEAVE 135 HIGH TAXES 137 BALANCING THE BUDGET—TAXES FOR YOUR IDEAL SOCIETY 138 ECONOMIC GROWTH RATE 146 REAL WEALTH PER PERSON 147 BORROWING 147 BUDGET DEFICITS AND NATIONAL DEBTS 1...

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This book is devoted to an emerging branch of Information Fusion based on new approach for modeling the fusion problematic when the information provided by the sources is both uncertain and (highly) conflicting. This approach, known in literature as DSmT (standing for Dezert-Smarandache Theory), proposes new useful rules of combinations. We gathered in this volume a presentation of DSmT from the beginning to the latest development. Part 1 of this book presents the current state-of-the-art on theoretical investigations while Part 2 presents several applications of this new theory. We hope that this first book on DSmT will stir up some interests to researchers and engineers working in data fusion and in artificial intelligence. Many simple but didactic examples are proposed throughout the book. As a young emerging theory, DSmT is probably not exempt from improvements and its development will continue to evolve over the years. We just want through this book to propose a new look at the Information Fusion problematic and open a new track to attack the combination of information....

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Preamble xi Prefaces xiii I Advances on DSmT 1 1 Presentation of DSmT 3 1.1 Introduction . . . . . 3 1.2 Short introduction to the DST . . . . 5 1.2.1 Shafer’s model and belief functions . . . 5 1.2.2 Dempster’s rule of combination . . . 5 1.2.3 Alternatives to Dempster’s rule of combination . . . 6 1.2.4 The discounting of sources of evidence . . . 10 1.3 Foundations of the DSmT . . . . 11 1.3.1 Notion of free and hybrid DSm models . . . 11 1.3.2 Notion of hyper-power set D_ . . . 13 1.3.3 Generalized belief functions . . . . 15 1.3.4 The classic DSm rule of combination . . . 16 1.3.5 The hybrid DSm rule of combination . . . 17 1.3.6 On the refinement of the frames . . . 18 1.3.7 On the combination of sources over different frames . . . 20 1.4 Comparison of different rules of combinations . . . 21 1.4.1 First example . . . . . 21 1.4.2 Second example . . . . 25 1.4.3 Third example . . . . 26 1.4.4 Fourth example . . . . 27 1.4.5 Fifth example . . . . . 27 1.5 Summary . . . . . 29 1.6 References . . . . . 31 2 The generation of hyper-power sets 37 2.1 Introduction . . . . . 37 2.2 Definition of hyper-po...

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Scientia Magna is published annually in 200-300 pages per volume and 1,000 copies on topics such as mathematics, physics, philosophy, psychology, sociology, and linguistics....

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x1. Introduction The study of Smarandache loops was initiated by W.B. Vasantha Kandasamy in 2002. In her book [19], she defined a Smarandache loop (S-loop) as a loop with at least a subloop which forms a subgroup under the binary operation of the loop. For more on loops and their properties, readers should check [16], [3], [5], [8], [9] and [19]. In her book, she introduced over 75 Smarandache concepts on loops. In her ¯rst paper [20], she introduced Smarandache : left(right) alternative loops, Bol loops, Moufang loops, and Bruck loops. But in this paper, Smarandache : inverse property loops (IPL), weak inverse property loops (WIPL), G-loops, conjugacy closed loops (CC-loop), central loops, extra loops, A-loops, K-loops, Bruck loops, Kikkawa loops, Burn loops and homogeneous loops will be introduced and studied relative to the holomorphs of loops. Interestingly, Adeniran [1] and Robinson [17], Oyebo [15], Chiboka and Solarin [6], Bruck [2], Bruck and Paige [4], Robinson [18], Huthnance [11] and Adeniran [1] have respectively studied the holomorphs of Bol loops, central loops, conjugacy closed loops, inverse property loops, A-loops,...

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T. Jayeo. la : An holomorphic study of the Smarandache concept in loops 1 Z. Xu : Some arithmetical properties of primitive numbers of power p 9 A. Muktibodh : Smarandache Quasigroups 13 M. Le : Two Classes of Smarandache Determinants 20 Y. Shao, X. Zhao and X. Pan : On a Subvariety of + S` 26 T. Kim, C. Adiga and J. Han : A note on q-nanlogue of Sandor's functions 30 Q. Yang : On the mean value of the F. Smarandache simple divisor function 35 Q. Tian : A discussion on a number theoretic function 38 X. Wang : On the mean value of the Smarandache ceil function 42 Y. Wang : Some identities involving the Smarandache ceil function 45 J. Yan, X. Ren and S. Ma : The Structure of principal lters on po-semigroups 50 Y. Lu : F. Smarandache additive k-th power complements 55 M. Le : The Smarandache reverse auto correlated sequences of natural numbers 58 M. Karama : Smarandache partitions 60 L. Mao : On Algebraic Multi-Group Spaces 64 F. Russo : The Smarandache P and S persistence of a prime 71 Y. Lu : On the solutions of an equation involving the Smarandache function 76 H. Ibstedt : A Random Distribution Experiment 80 L. Mao...

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“I like the idea of mental synthesis very much ... I quite agree that language evolved in a way that facilitates synthesis and transmission of the synthesized mental image. ... I don't think there can be much doubt, purely conceptually, that language was a late arrival. Whatever mutation provided the key to it would have had no selectional advantage at all, and would have just been a useless “organ,” if it could not have linked up to pre-existing thought systems.” —NOAM CHOMSKY, Professor Emeritus of Linguistics, MIT “Boston University’s Andrey Vyshedskiy brings a neuroscientist’s perspective to the discussion of human mental history in On the Origin of the Human Mind.” —Scientific American Mind (July 2009) “I found the Mental Synthesis theory stimulating and provocative. The author puts forward an explanation for the evolution of the human mind based on predator detection that led to increased visual mental analysis which set the stage for visual mental syntheses. The author presents an impressive array of recent research on the brain with up to date references that are highly relevant to his case and the origin of mi...

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Introduction While studying the neuroscience of consciousness, I was struck with certain facts about mental imagery that seemed to shed some light on the process of the evolution of the human mind. The origin of the human mind remains one of the greatest mysteries of all times. The last 150 years, since Charles Darwin proposed that species evolve under the influence of natural selection (Darwin C, 1859), have been marked by great discoveries. Molecular biology described the genetic principles underlying species evolution and identified specific changes in the human genome since our lineage split off from the chimpanzee line about six million years ago (Somel M, 2013). Great paleontological discoveries have filled that span of six million years of human evolution with a number of intermediate species that display both human- and ape-like characteristics. However, the discussion of the evolution of the human intellect and specific forces that shaped the underlying brain evolution is as vigorous today as it was in Darwin’s times. At the center of the predicament about the origin of the human mind lies the question of human uniqu...

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Introduction 1 Part 1. Neuroscience of imagination 5 Chapter 1. Object encoding in the brain 6 Chapter 2. Neuronal synchronization 26 Chapter 3. Imagining new objects 32 Chapter 4. External manifestations of mental synthesis 39 Chapter 5. Humans versus animals 80 Chapter 6: Overall Discussion of Part 1 108 Part 2. Evolution of the Human Mind 135 Chapter 7. Introduction: a quick guide to paleoanthropology 136 Chapter 8. Cognitive evolution through the prism of paleontological evidence 160 Chapter 9. Evolutionary pressure drives better predator detection 191 Chapter 10. Overall Discussion of Part 2 219 Part 3. The “last” mutation 254 Chapter 11. The role of the prefrontal cortex in the process of mental synthesis 256 Chapter 12. Evolution of the prefrontal cortex 277 Conclusions 327 A wish list of experiments 339 Appendix 367 Acknowledgments 400 Bibliography 401 Illustrations credits 428 About the author 430 ...

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The Rise of Peace is an English version Of Urdu Novel“ Tuloo e Amn ” Dedicated to all victims of terrorist attacks (Muslims, Non Muslims) The Scenario… The Central Theme This Novel has been written in the context of present day fast changing political scenario of the world. Most important international burning issues have been touched in this novel in the most skilful and careful manner. Shall this peace seeking world ever reach the lasting peace..? There is destruction of all anti peace world forces in attempt to convert this world into peaceful world. All nations live peacefully in the long run. People respect each other’s religious, territorial limits and social taboo. This Novel is an action and adventure based fiction and an attempt to make this world as joint peaceful global village free of discriminations of caste and racial and Islamic and non Islamic likes and dislikes. Author seems to stress upon the fact that discriminations of this sort are very fatal for the restoration of world peace. Unless this discrimination is not completely finished it is almost impossible to convert this world into one peaceful ...

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Bismillah Hirrahmaan Nirraheem In the name of Allah Almighty, The Most Gracious and The Most Merciful….The Most Beloved Prophet of Allah Almighty, Holy Prophet Muhammad (Peace Be Upon Him) ************************************* A Novel in English and Urdu An English Version Of Urdu Novel“ Tuloo e Amn ” Author of Both Versions; Dr. Hafiz Muhammad Shahid Amin Sheikh (MBBS, DLO) Pakistan. Copy Rights are Reserved Copyright © 2011 Dr. Hafiz Shahid Amin All rights reserved. Neither this publication nor any part of it may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of The Dr. Hafiz Shahid Amin. The Rise of Peace 3 Table of Contents Title Of Novel About The Author The Scenario The Preface Chapter-1….Meeting Of World Leaders Chapter-2….Dr Jabran and Robot Sunny Chapter-3….The Chief of ZSCIA Chapter-4… Killing of EX PM Chapter-5….The Naval Fleet of Zulimistan Chapter-6….Deaths of Muslim Leaders Chapter-7…. Zulimistan Thinkers Association Chapter-8…. President David of Zulimis...

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Table of Contents Title of Novel About The Author The Scenario The Preface Chapter-1 Meeting Of World Leaders Chapter-2 Dr. Jabran and Robot Sunny Chapter-3…. The Chief of ZSCIA Chapter-4 Killing of EX PM Chapter-5 The Naval Fleet of Zulimistan Chapter-6 Deaths of Muslim Leaders Chapter-7 Zulimistan Thinkers Association Chapter-8 President David of Zulimistan Chapter- 9 Chief of MFP Dr. Jabran Chapter- 10 Operation Tariq Bin Ziyad Chapter- 11 Missile Attacks on Zamaril Chapter -12 ZTA in Zulimistan Court Chapter -13 President’s Plans against ZTA Chapter -14 MFP Attacks Green House Chapter -15 MFP Attacks on Zulimistan Chapter -16 MFP Addresses to Zulimistan Chapter -17 President David in MFP Chapter -18 The Destructions in Zulimistan Chapter -19 Supreme Court Verdict Chapter -20 World Peace Formula ...