#P-40 diagram

[nocternalrandomness]

Cutaway view of P-40E "Desert Shark"

[todaysdocument]

Deposition of George Rheims

“while I was swimming I looked over my shoulder and saw the "Titanic" go down.”

Record Group 21: Records of District Courts of the United StatesSeries: Admiralty Case FilesFile Unit: In the Matter of the Petition of the Oceanic Steam Navigation Company, Limited, for Limitation of its Liability as owner of the steamship TITANIC

Received Copy UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF NEW YORK I n T h e M a t t e r of The Petition of the Oceanic Steam Navi- gation Company, Limited, for Limitation of its liability as owner of the S.S. "TITANIC" Original DEPOSITION OF GEORGE RHEIMS. HUNT, HILL & BETTS Proctors for Claimants Frederick K. Seward et al, 165 BROADWAY NEW YORK CITY Direct Cross Re-Direct Re-Cross GEORGE RHEIMS, 2 17 25, 27 27. Exhibits: Page Claimant's Exhibit A, (drawing of ice berg) 9 Petitioner's " " ( diagram ) 19 UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF NEW YORK, - - - - - - - - - - - - - - - - - - - - : I n T h e M a t t e r : of : The Petition of the Oceanic Steam Navi- : gation Company, Limited, for Limitation of its liability as owner of the S.S. : "TITANIC". : - - - - - - - - - - - - - - - - - - - - : Deposition of GEORGE RHEIMS, taken pursuant to notice before Robinson Leach, Esq., Notary Public, at No. 165 Broadway, New York, on November 14, 1913, at two o'clock P. M. Present: Hunt, Hill & Betts by Mr. Betts and Mr. Kinnicutt, for claimants, Frederick K. Seward, et al; Mr. Houston; Mr. F. R. Smythe; Mr. F. L. Robbins; Mr. Church; Mr. Hency C. Quinby; Mr. Frederick A. Stroh, for other claimants. Mr. Burlingham and Mr. Leach for the petitioner. IT IS STIPULATED that the deposition may be taken by a -2- stenographer, signing, filing and certification waived; steno- grapher's fees taxable in lieu of notary's fees; copy to be served on the petitioner's proctors. GEORGE RHEIMS, being duly sworn, testified as follows: DIRECT EXAMINATION BY MR. KINNICUTT: Q Will you give your full name? A George Lucia Rheims. Q And your residence? A Paris, France. Q Were you a passenger on board the "Titanic"? A Yes. Q Where did you embark? A Cherbourg. Q Where did you buy your ticket? A At Martin's in Paris. Q Was anything said to you by the person who sold you your ticket with regard to anything on the back of the ticket? MR. BURLINGHAM: Object to. A Nothing. Q On the night of the 14th of April, 1912, where were you at about 11:40 o'clock? A I was coming out of the bath- room. Q On what part of the ship? A On the forward part of the ship. Q What deck? A Deck A. Q Did anything peculiar happen about that time? A Just the time of the accident, the shock. Q Just state what your felt? A Why I was coming out of the bathroom and I felt a slight shock, and I turned to see what had happened and in looking to the right I saw through [full document and transcription at link]

[7serendipities]

Love & Relationship Divination Spread for Multiple Partners

I've been considering making a listing for this type of spread for a while, because while I can certainly design a custom reading with any number of cards for any situation, I think there's just a lack of non-monogamous relationship spreads in the community in general and I thought it might be helpful to outline the one I use. This one can be used equally well for a triad or a V where the two partners have a platonic relationship with each other - or you could leave out cards 9 and 10 if you don't want to explore that. This can also be expanded and adapted to be used for a lot of other relationship maps - with one card for each person represented, and two cards for each relationship that's explored. Laying out the cards in this kind of manner might get difficult with more than three people, though, so I would suggest drawing a diagram and labeling it with the card numbers and then just laying the cards out in rows to look at them!

The State of the Polycule: How are the relationships functioning together as a whole?

You: your needs, wants, and concerns about the relationships

Partner #1: their needs, wants, and concerns about the relationships

Partner #2: their needs, wants, and concerns about the relationships

The relationship between you and P#1: places you can improve

The relationship between you and P#1: things that are going well

The relationship between you and P#2: places you can improve

The relationship between you and P#2: things that are going well

The relationship between P#1 & P#2: ways you can help what isn’t working

The relationship between P#1 & P#2: ways you can support what is going well

If you do this spread yourself, I'd love to hear how well it worked for you! And feel free to share this post with other readers!

This spread is available in my shop now, as well, and is currently on sale - 40% off through the end of the month!

[learningenglish-tics]

All about Teaching Speaking Skill

In this section you will learn important aspects of speaking skill and its implications in learning as well as outside the classroom.

Today learning English is not an option, it is necessary to communicate with people from other countries to interact and talk about important issues, for this reason transmitting our message clearly is essential for good communication, that is why the ability to speak has greater relevance within the classroom, especially for teachers, since they are the ones who have the hard work of training thinking learners and be able to solve problems through good communication.

What is speaking?

Before knowing in depth about the Speaking skill it is important that we know its meaning, “speaking is the active use of language to express meanings so that other people can make sense of them” (Cameron, 2001, p.40) that is to say that when we communicate through a foreign language such as English, we want our message to be clear and understandable to the receiver, in others we must find adequate and logical words for the speech and thus adequately transmit the message. According Thornburry (2005) “Speaking is so much a part of daily life we take it for granted” (p.1) we agree with this author since we always need speaking to communicate, which is why it is important that we are adequately prepared to interpret our ideas in front another person.

What then is involved in speaking? 

Many students, as learners of the new language, know that they must speak to put what they have learned into practice, they know that during this speaking skill practice they must apply the grammar and structure of their message orally to their listener. However, there are many questions that arise while we reflect, for instance, 

Why are most students afraid to express their ideas?

Why do students feel compelled to express their ideas within an assignment? 

What situation generates fear in students to express their ideas?

Then,  what would be the problem of putting into practice our speaking skill?, Royani( n.d.) who quotes Ur (1996:121) in his book, 

adds that there are four problems in speaking, they are: 1) inhibition: being worried about making mistakes, fearful of criticism or losing face or simply shy of the attention that their speech attracts, 2) nothing to say: cannot think of anything to say, 3) low or uneven participation: because of the tendency of some learners to dominate, others speak very little or not at all, and 4) mother tongue user: learners prefer to use mother tongue than the target language in class.(p.11)

This quote makes us understand that students do not trust themselves or do not believe in themselves. That attitude represents a challenge for those teachers who teach or work on the speaking skill. Parupalli (2018) suggests the following

In this scenario, there is a need for the development of learners’ speaking skills and it has to start from the classroom itself. It is because once the learners leave their educational institutions after they complete their studies, they cannot learn these speaking skills in a day or two. Learning a language and getting mastery over speaking skills require regular practice and classroom is the main platform to acquire all the skills that they need. Hence it is the responsibility of the teachers to teach all the required skills, especially speaking skills, for the learners to develop their communicative competence, make them self-confident and win the hearts of people wherever and whatever they perform. The importance of communication skills is illustrated clearly in the following diagram:

(p.143) the author suggests that teachers motivate and make students feel trustworthy, that is, give students a push to believe in themselves, and in this way pupil lose their fear of speaking and appreciate the importance of developing the speaking skill.

What methodologies were previously used to teach speaking skill? 

Perhaps, you have wondered how the teachers previously taught the speaking skill.

For many years people taught speaking by having students repeat sentences and recite memorized textbook dialogues. Audiolingual repetition drills were designed to familiarize students with the sounds and structural patterns o f the target language (the language which learners are aiming to learn). People supposedly learned to speak by practicing grammatical structures and then later using them in conversation. So an audiolingual speaking lesson might involve an interaction like Example 1. T stands for teacher and S represents a particular student. Ss stands for students. (Textbook lines are in quotation marks.) (Bailey, 2003, p.49)

Example

What Linguistic elements are involved in speaking?

For a better understanding, let's see the elements in the pyramid provided by Bailey (2003).

Tips for teaching speaking skill

GARSIDE (2019) provides us the following

Speaking Activities for ESL: 10 Best Speaking Activities every Teacher should Know.

Additional resource done by Nazish Andleed from Kayi (2006) articles that can help us in teaching speaking skill.

MODERN TECHNOLOGIES IN DEVELOPING SPEAKING SKILL In the fast developing 21st century various innovative technologies are being introduced to teach English in the classrooms.

Modern technologies available for teachers of English today are:  Communication lab  Video conferencing  Video Library  CALL (Computer Assisted Language Learning)  TELL (Technology Enhanced Language Learning)  Pod casting  Quick Link Pen  Quicktionary  Programmes through educational satellites  Speech Recognition Software  Internet  Blogging. (Sri et al., 2019, p.54)

Conclusions

The speaking skill puts other skills (writing, listening) into practice as a complement, which is why teaching it is very important in students.

The speaking skill is intended to communicate messages clearly and efficiently, which contributes to the success of the learner.

The teacher plays a very important role when teaching the speaking skill, since it seeks to develop speaking in students and be very active during this learning process that will make them reflect and build their own ideas at the same time. Consequently, the teacher must investigate, rely on innovative methods and techniques that some scholars suggest.

References

Bailey, K. M. (2003). Speaking. Practical English language teaching, 47-66. https://pdfcoffee.com/practical-english-language-teachingpdf-pdf-free.html

Burns, A., & Hill, D. (2013). Teaching speaking in a second language. In Tomlinson, B. (ed.), Applied linguistics and materials development (p.345.). London/ New York: Bloomsbury.https://ztcprep.com/library/TESOL/Applied_Linguistics_and_Materials_Development/Applied_Linguistics_and_Materials_Development_(www.ztcprep.com).pdf#page=240

Baker, J., & Westrup, H. (2003). Essential Speaking Skills. In Google Books. A&C Black.https://books.google.com.pa/books?id=1ZHX_kgswP8C&lpg=PP1&dq=teaching%20speaking%20skills&pg=PA7#v=onepage&q=teaching%20speaking%20skills&f=false

Kayi, H. (2006). Kayi - Teaching Speaking: Activities to Promote Speaking in a Second Language (TESL/TEFL). Vol. XII, No. 11 Iteslj.org. http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html

Cane, G. R. A. E. M. E. (1998). Teaching conversation skills more effectively. The Korea TESOL Journal, 1(1), 31-37. 

ttps://koreatesol.org/sites/default/files/pdf_publications/KTJ1-1998web.pdf#page=35

Cameron, L. (2001). Teaching Languages to Young Learners (Cambridge Language Teaching Library). Cambridge: Cambridge University Press. https://vk.com/doc100551433_593529357?hash=1wqsp5HyvvtlTWeLTUciKvalzVE1JVZFQFEg0HN396P

Goh, C. C., & Burns, A. (2012). Teaching speaking: A holistic approach. Cambridge University Press.https://href.li/?https://books.google.com.pa/books?id=BUmyAAAAQBAJ&lpg=PR9&ots=FOxzC7YvkH&dq=teaching%20speaking%20skills%20book%20pdf&lr&pg=PR9#v=onepage&q&f=false

GARSIDE, T. (2019, January 19). Teaching Speaking – Tips to develop the speaking skills of your students. Trinity CertTESOL - Teaching English in Hong Kong.https://www.teflhongkong.com/blog/teaching-speaking/

Royani, E. (n.d.). THE STUDENTS’ SPEAKING SKILL. In Google Books. Zahir Publishing.https://books.google.com.pa/books?id=q_xpEAAAQBAJ&lpg=PA10&dq=speaking%20skill&pg=PA11#v=onepage&q=speaking%20skill&f=true

SRINIVAS R, P. (2018, December). TEACHING SPEAKING SKILLS IN ENGLISH LANGUAGE CLASSROOMS THROUGH VARIOUS TECHNIQUES AND ACTIVITIES.https://www.researchgate.net/publication/334283032_TEACHING_SPEAKING_SKILLS_IN_ENGLISH_LANGUAGE_CLASSROOMS_THROUGH_VARIOUS_TECHNIQUES_AND_ACTIVITIES

Sri, D., Stkip M, K., & Bumi, K. (2019). TECHNOLOGY IN TEACHING SPEAKING SKILL. 2(2), 50. https://core.ac.uk/download/pdf/234101215.pdf

Thornburry, S. (2005). How to Teach Speaking. England: Longman.https://www.pdfdrive.com/how-to-teach-speaking-how-e185532621.html

[shamsaddinmegalommatis]

HISTORY OF ACHAEMENID IRAN

Tentative diagram of the 40-hour seminar

(in 80 parts of 30 minutes)

Prof. Muhammad Shamsaddin Megalommatis

Tuesday, 27 December 2022

--------------------------

To watch the videos, click here:

https://www.patreon.com/posts/history-of-iran-76436584

To hear the audio, click here:

-------------------------------------------

1 A - Achaemenid beginnings I A

Introduction; Iranian Achaemenid historiography; Problems of historiography continuity; Iranian posterior historiography; foreign historiography

1 B - Achaemenid beginnings I B

Western Orientalist historiography; early sources of Iranian History; Prehistory in the Iranian plateau and Mesopotamia

2 A - Achaemenid beginnings II A

Brief Diagram of the History of the Mesopotamian kingdoms and Empires down to Shalmaneser III (859-824 BCE) – with focus on relations with Zagros Mountains and the Iranian plateau  

2 B - Achaemenid beginnings II B

The Neo-Assyrian Empire from Shalmaneser III (859-824 BCE) to Sargon of Assyria (722-705 BCE) – with focus on relations with Zagros Mountains and the Iranian plateau 

3 A - Achaemenid beginnings III A

From Sennacherib (705-681 BCE) to Assurbanipal (669-625 BCE) to the end of Assyria (609 BCE) – with focus on relations with Zagros Mountains and the Iranian plateau 

3 B - Achaemenid beginnings III B

The long shadow of the Mesopotamian Heritage: Assyria, Babylonia, Elam/Anshan, Kassites, Guti, Akkad,  and Sumer / Religious conflicts of empires – Monotheism & Polytheism

4 A - Achaemenid beginnings IV A

The Sargonid dynasty and the Divine, Universal Empire – the Translatio Imperii

4 B - Achaemenid beginnings IV B

Assyrian Spirituality, Monotheism & Eschatology; the imperial concepts of Holy Land (vs. barbaric periphery) and Chosen People (vs. barbarians)

5 A - Achaemenid beginnings V A

The Medes from Deioces to Cyaxares & Astyages

The early Achaemenids (Achaemenes & the Teispids)

5 B - Achaemenid beginnings V B

- Why the 'Medes' and why the 'Persians'?

What enabled these nations to form empires?

6 A - Zoroaster A

Shamanism-Tengrism; the life of Zoroaster; Avesta and Zoroastrianism

6 B - Zoroaster B

Mithraism vs. Zoroastrianism; the historical stages of Zoroaster's preaching and religion

7 A - Cyrus the Great (Cyrus II) I A

The end of Assyria, Nabonid Babylonia, and the Medes

7 B - Cyrus the Great (Cyrus II) I B

The Nabonidus Chronicle

8 A - Cyrus the Great (Cyrus II) II A

Cyrus' battles against the Medes

8 B - Cyrus the Great (Cyrus II) II B

Cyrus' battles against the Lydians

9 Α - Cyrus the Great (Cyrus II) III A

The Battle of Opis: the facts

9 Β - Cyrus the Great (Cyrus II) III B

Why Babylon fell without resistance

10 A - Cyrus the Great (Cyrus II) IV A

Cyrus Cylinder: text discovery and analysis

10 B - Cyrus the Great (Cyrus II) IV B

Cyrus Cylinder: historical continuity in Esagila

11 A - Cyrus the Great (Cyrus II) V A

Cyrus' Empire as continuation of the Neo-Assyrian Empire

11 B - Cyrus the Great (Cyrus II) V B

Cyrus' Empire and the dangers for Egypt 

12 A - Cyrus the Great (Cyrus II) VI A

Death of Cyrus; Tomb at Pasargad

12 B - Cyrus the Great (Cyrus II) VI B

Posterity and worldwide importance of Cyrus the Great

13 A - Cambyses I A

Conquest of Egypt and Cush (Ethiopia: Sudan)

13 B - Cambyses I B

Iran as successor of Assyria in Egypt, and the grave implications of the Iranian conquest of Egypt

14 A - Cambyses II A

Cambyses' adamant monotheism, his clash with the Memphitic polytheists, and the falsehood diffused against him (from Egypt to Greece)

14 B - Cambyses II B

The reasons for the assassination of Cambyses

15 A - Darius the Great I A

The Mithraic Magi, Gaumata, and the usurpation of the Achaemenid throne

15 B - Darius the Great I B

Darius' ascension to the throne

16 A - Darius the Great II A

The Behistun inscription

16 B - Darius the Great II B

The Iranian Empire according to the Behistun inscription

17 A - Darius the Great III A

Military campaign in Egypt & the Suez Canal

17 B - Darius the Great III B

Babylonian revolt, campaign in the Indus Valley

18 A - Darius the Great IV A

Darius' Scythian and Balkan campaigns; Herodotus' fake stories

18 B - Darius the Great IV B

Anti-Iranian priests of Memphis and Egyptian rebels turning Greek traitors against the Oracle at Delphi, Ancient Greece's holiest shrine

19 A - Darius the Great V A

Administration of the Empire; economy & coinage

19 B - Darius the Great V B

World trade across lands, deserts and seas

20 A - Darius the Great VI A

Rejection of the Modern European fallacy of 'Classic' era and Classicism

20 B - Darius the Great VI B

Darius the Great as the end of the Ancient World and the beginning of the Late Antiquity (522 BCE – 622 CE)

21 A - Achaemenids, Zoroastrianism, Mithraism, and the Magi A

Avesta and the establishment of the ideal empire

21 B - Achaemenids, Zoroastrianism, Mithraism, and the Magi B

The ceaseless, internal strife that brought down the Xšā��a (: Empire) 

22 A - The Empire-Garden, Embodiment of the Paradise A

The inalienable Sargonid-Achaemenid continuity as the link between Cosmogony, Cosmology and Eschatology

22 B - The Empire-Garden, Embodiment of the Paradise B

The Garden, the Holy Tree, and the Empire

23 A - Xerxes the Great I A

Xerxes' rule; his upbringing and personality

23 B - Xerxes the Great I B

Xerxes' rule; his imperial education

24 A - Xerxes the Great II A

Imperial governance and military campaigns

24 B - Xerxes the Great II B

The Anti-Iranian complex of inferiority of the 'Greek' barbarians (the so-called 'Greco-Persian wars')

25 A - Parsa (Persepolis) A

The most magnificent capital of the pre-Islamic world

25 B - Parsa (Persepolis) B

Naqsh-e Rustam: the Achaemenid necropolis: the sanctity of the mountain; the Achaemenid-Sassanid continuity of cultural integrity and national identity

26 A - Iran & the Periphery A

Caucasus, Central Asia, Siberia, Tibet and China Hind (India), Bengal, Deccan and Yemen

26 B - Iran & the Periphery B

Sudan, Carthage and Rome

27 A - The Anti-Iranian rancor of the Egyptian Memphitic priests A

The real cause of the so-called 'Greco-Persian wars', and the use of the Greeks that the Egyptian Memphitic priests made

27 B - The Anti-Iranian rancor of the Egyptian Memphitic priests B

Battle of the Eurymedon River; Egypt and the Wars of the Delian League

28 A - Civilized Empire & Barbarian Republic A

The incomparable superiority of Iran opposite the chaotic periphery: the Divine Empire

28 B - Civilized Empire & Barbarian Republic B

Why the 'Greeks' and the Romans were unable to form a proper empire

29 A - Artaxerxes I (465-424 BCE) A

Revolt in Egypt; the 'Greeks' and their shame: they ran to Persepolis as suppliants

29 B - Artaxerxes I (465-424 BCE) B

Aramaeans and Jews in the Achaemenid Court

30 A - Interregnum (424-403 BCE) A

Xerxes II, Sogdianus, and Darius II

30 B - Interregnum (424-403 BCE) B

The Elephantine papyri and ostraca; Aramaeans, Jews, Phoenicians and Ionians

31 A - Artaxerxes II (405-359 BCE) & Artaxerxes III  (359-338 BCE) A

Revolts instigated by the Memphitic priests of Egypt and the Mithraic subversion of the Empire

31 B - Artaxerxes II (405-359 BCE) & Artaxerxes III  (359-338 BCE) B

Artaxerxes II's capitulation to the Magi and the unbalancing of the Empire / Cyrus the Younger

32 A - Artaxerxes IV & Darius III A

The decomposition of the Empire

32 B - Artaxerxes IV & Darius III B

Legendary historiography

33 A - Alexander's Invasion of Iran A

The military campaigns

33 B - Alexander's Invasion of Iran B

Alexander's voluntary Iranization/Orientalization

34 A - Alexander: absolute rejection of Ancient Greece A

The re-organization of Iran; the Oriental manners of Alexander, and his death

34 B - Alexander: absolute rejection of Ancient Greece B

The split of the Empire; the Epigones and the rise of the Orientalistic (not Hellenistic) world

35 A - Achaemenid Iran – Army A

Military History

35 B - Achaemenid Iran – Army B

Achaemenid empire, Sassanid militarism & Islamic Iranian epics and legends

36 A - Achaemenid Iran & East-West / North-South Trade A

The development of the trade between Egypt, Anatolia, Mesopotamia, Iran, Turan (Central Asia), Indus Valley, Deccan, Yemen, East Africa & China

36 B - Achaemenid Iran & East-West / North-South Trade B

East-West / North-South Trade and the increased importance of Mesopotamia and Egypt

37 A - Achaemenid Iran: Languages and scripts A

Old Achaemenid, Aramaic, Sabaean and the formation of other writing systems 

37 B - Achaemenid Iran: Languages and scripts B

Aramaic as an international language

38 A - Achaemenid Iran: Religions A

Rise of a multicultural and multi-religious world

38 B - Achaemenid Iran: Religions B

Collapse of traditional religions; rise of religious syncretism

39 A - Achaemenid Iran: Art and Architecture A

Major archaeological sites of Achaemenid Iran

39 B - Achaemenid Iran: Art and Architecture B

The radiation of Iranian Art

40 A - Achaemenid Iran: Historical Importance A

The role of Iran in the interconnection between Asia and Africa

40 B - Achaemenid Iran: Historical Importance B

The role of Iran in the interconnection between Asia and Europe

--------------------------------------

Download the diagram here:

[network-rail]

Why are obstacles on the tracks a problem?

Previously, I mentioned that when a train encounters an obstacle on the line such as a tree branch, what happens is a complicated physics process that results in the train pushing the branch along the line. Here I will explain that process, but be aware that complicated physics things are about to happen. There are some pretty diagrams to look at though, so if you want you can look at those and then skip to the end for a summary. They're even in color!!

First of all, some basic setup (before putting some numbers in):

We have a train travelling at an initial velocity u, with mass M, and an engine capable of producing a constant power P (we will use this to restore the train's velocity to u if it decreases for some reason).

The train encounters an obstacle on the line, such as a tree branch of mass m. We will assume (for now) that the collision is elastic - that is, no energy was lost (for instance, as sound).

We are also assuming a frictionless vacuum, cylindrical tree branch, and rectangular train.

To start with, we look at conservation of momentum (figure 1):

Since the train has elastically collided with a branch, its speed is reduced, given as Vtrain . As trains are typically much heavier than a single tree branch, we take M >> m, and so Vtrain ≈ u.

However, this is somewhat unrealistic, as when a train hits an obstacle, energy is lost –as a crunch sound, for instance– so it may be more appropriate to assume an inelastic collision. Since I said that the branch sticks to the train (and I am right), we should assume a completely inelastic collision, where as much kinetic energy as possible is lost.

Again, we look at conservation of momentum (figure 2):

In this case, if we again assume M>>m, we still get v ≈ u.

Since we know from reality that problems will happen if the train collides with the branch, this tells us that we have made an unrealistic assumption somewhere. In this case, it must be the assumption that the train's mass, M, is large enough that the branch's mass m can be ignored. So, without this assumption, we look at how long it takes the train to get back to its initial speed, using the equations for motion under constant power (equations derived from Taylor, 1930 and shown in figure 3):

To find how much energy is used in each case, simply multiply the time by the power.

By now, you may be wondering what the point of all this is – after all, I haven't actually shown you if this is meaningful. So let's add some numbers to this and see how reasonable all of our assumptions were!

If we take the train's mass to be M=30 tonnes (30,000kg), its power P=1500kW, and its initial speed u=40 m/s (144 km/hr) respectively; and assume the branch has a mass m=5kg (that seems reasonable, right? Trees are mostly water, which is 1kg per cubic meter, and if it has a radius of 0.5m and a length of 1.435m, it should be about that much), we can calculate all the various things we need:

First, the final velocity of the train and branch in the inelastic case (see figure 2 for the equation):

v≈39.99m/s which is pretty close to the initial velocity.

The time taken to return to speed (fig. 3) for the train/branch system is:

t≈0.0053s

This is quite fast, but hold on: the energy used to do this is about 8000 joules, which is probably quite expensive at current electricity prices, but those are given in kWh and I really don't feel like converting between them. (8000 is a big number, right?)

For the elastic case, things are a little bit more complicated, as we have two different velocities to calculate (figure 4):

If you were just looking at the pictures and are upset that the last two have been equations, don't worry, the next one isn't.

Vbranch ≈ 79.99 m/s

Vtrain ≈ 39.98 m/s

The time taken to return to speed:

t≈0.0094s

This is almost double that of the inelastic case, resulting in the energy used increasing to the enormous –and probably expensive– value of 14 kJ. (I even needed to use an SI prefix this time! And one of the ones that makes things bigger!)

However, both of these cases also reveal some interesting things about the situation: the elastic case has the tree branch launched away from the train at 80m/s, which is about 288 km/hr. Since the train and branch are likely irregularly shaped, the branch probably won't be pushed along the tracks at 290km/hr, and could instead be launched into the air space towards you. Nobody wants to be in the situation where a tree branch is flying towards you at almost 300 km/hr. I could do some math to see how much it would hurt, or if you could reasonably expect to dodge it, but I think we can just assume it will be quite painful.

Historically, trains avoided flinging branches at nearby passengers at almost 500km/hr (that's half the speed of sound) by employing a triangular device on the front of the train to deflect objects such as cows off the tracks. These were particularly common in North America, where lineside fences have yet to be discovered outside of the Northeast Corridor and it is easy for things to wander onto the tracks. However, thanks to innovations by the Budd company and others, more recent american trains are basically indestructible, rendering obstacle deflectors unnecessary. The effects of the obstacle deflector are shown below (figure 5):

This device is known in America as a burgerizer, since it can provide an easy meal for the train crew –two of the five ingredients for a cheeseburger right on the front of the train, more if you're lucky– although since usually the obstacle is shoved off the track, the British name of "cowcatcher" is misleading, especially if you hit a truck instead. The burgerizer's physics can easily be calculated using conservation of momentum, but this involves vectors, and I don't want to deal with vectors right now is left as an excercise for the reader.

In the inelastic case, we note that the branch sticks to the front of the train. Since the inelastic case is more realistic (I will not justify this statement), this means that other things will also stick to the train. By the time the train reaches the end of the line, the mass of the things stuck to it may end up not being negligible (figure 6):

If the train is electric, this will strain the power grid and could lead to power cuts elsewhere as more energy is given to keep the train running at speed. If the train is diesel, it will be unable to provide constant power and could slow down (an electric train has access to every power station in the country if the need arises, a diesel train just has its onboard generator or motor AND a limited amount of fuel).

This mess is also difficult to clean up, and could damage the track as it is pushed along. Also, although we have been ignoring friction (since trains have very little rolling resistance) this pile of stuff will cause friction to be very noticeable, and could even obstruct the driver's visibility – potentially leading to more collisions.

–//–

Now that you have read through all of the calculations (or looked at the pictures and skipped the rest), you should have a thorough understanding of why we have to stop trains to clear things off the line, and can't just plow through them like in the movies. (I assume this happens in movies, I have not checked)

TL;DR: When the train hits a branch, either the branch goes flying towards you really quickly, at basically 1000km/hr, which is approximately the speed of sound; or it sticks to the front of the train and becomes part of a massive pile of things that gets in the way and slows down the train.

Finally:

I put the images together using the shapes in my computer's word processor (except the various rail logos); while the equations of motion under constant power are from this paper by Lloyd W. Taylor (published in 1930, I believe). Also thanks to @cosmos-dot-semicolon for peer reviewing this, any errors are not my fault.

[speedywonderlandtrash]

Class eight (8) math annual exam preparation - model 5

Class eight (8) math annual exam preparation

  Section A: Objective (25 Marks) Multiple Choice Questions: (Write the correct answer in the answer sheet)    1 × 15 = 15 1. The length of the classroom is 2 feet more than its width. If the width is x feet, what is the length? (a) 2x feet (b) 2 − x feet (c) x + 2 feet (d) x − 2 feet 2. Which of the following is the formula for the volume of a cube? (a) V = (b) V = (c) V = 3l (d) V = 3. At a 12% profit rate, what principal amount will give a profit of 36 Taka in 3 years? (a) 150 Taka (b) 100 Taka (c) 600 Taka (d) 550 Taka 4. What is the formula to calculate interest when the time period is 1 year? (a) I = Pnr (b) I = Pr (c) (d) 5. What is the index of the compound interest formula (1 + r) at the end of the first year? (a) 2 (b) 1 (c) 0 (d) n 6. Which of the following points lies on the x-axis? (a) (0, 1) (b) (1, 1) (c) (0, −1) (d) (2, 0) 7. Who introduced the method of representing the position of a point using coordinates? (a) Euclid (b) Newton (c) Leibniz (d) René Descartes 8. What is the midpoint of the points (−2, 4) and (4, 6)? (a) 2 (b) −2 (c) −5 (d) 5 Answer questions 9 and 10 from the following diagram:

9. If AB = CD, what is the distance between AB and CD? (a) 4 cm (b) 2 cm (c) cm (d) cm 10. What is the value of OC? (a) 5 cm (b) cm (c) cm (d) None of the above Class eight (8) math annual exam preparation - part 4 11. What is the binary representation of ? (a) (b) (c) (d) 12. What is the result of subtracting 10010 from 11101? (a) 1111 (b) 1010 (c) 1011 (d) 110 13. If the range is 110 and the number of classes is 10, what is the class width? (a) 10 (b) 11 (c) 12 (d) 13 14. What is the average of the prime numbers from 1 to 19? (a) 9.625 (b) 10.625 (c) 14.625 (d) 15.625 15. What is the median of the integers from −5 to 5? (a) −5 (b) −1 (c) 0 (d) 5 One-word answer:1 × 10 = 10 16. What are the dimensions of a cube (length, width, and height)? 17. What is the volume of a square showcase with a length of 2 units? 18. What does "profit" mean? 19. What type of capital is used to start an investment? 20.What is the value of "y" in the fourth quadrant? 21. What is the distance between the points (4, 6) and (−8, 4)? 22. What is the angle measurement of a sector in a circle that is subtended by a chord? 23. How many digits are used in the binary number system? 24. What must we do when drawing conclusions from unordered data? 25. What lies along the horizontal or x-axis in a rectangular shape? A Section: Short Answer and Descriptive (75 Marks) 1. Answer the following questions: 2 × 13 = 26 (a) Find the cube of xy + z − 3. (b) Find the LCM (Least Common Multiple) of 5 and 3, and 53 and 33. (c) Find the compound interest for 3 years on 5000 with an annual interest rate of 10%. (d) Rayhan deposited 20,000 taka in the bank for 7 years. If the interest rate is 8%, how much interest will he earn? (e)Sharifa deposited 70,000 taka in the bank at 8% interest. How much interest will she earn after 6 years? (f)Find the equation of the line passing through the points (0, 0) and (−7, −3). (g) Find the equation of the line passing through the origin (0, 0) and point P (−4, −2). (h) Prove that the sum of the opposite angles of any quadrilateral is 180°, or that the quadrilateral's vertices form a cyclic quadrilateral. (i)

O is the center of the circle. Find the area of the arc ACB. (j) Find the 10's complement of the decimal number 2351. (k) Multiply (27)₁₀ by (11)₁₀. (l) The daily market expenses of 20 families are given as: 257, 152, 358, 425, 192, 283, 170, 326, 252, 246, 228, 340, 375, 400, 327, 290, 260, 310, 350, 268 Create a frequency distribution table for the given data, assuming 6 classes and a class width of 50. (m) A frequency distribution table is given below: Class Interval 10-20 20-30 30-40 40-50 50-60 Frequency 5 6 7 4 3 Find the mode of the given data. Descriptive Questions (7 out of 10 questions must be answered, each worth 7 marks): 7 × 7 = 49 2. (i) (ii) (a)Prove the formula (i) using the identity for the cube of a binomial and trinomial. (b) Prove the formula (ii) using the identity for the cube of a binomial and trinomial. (c) If a = 8, b = 5, c = 3 , prove formula (ii). 3. Insa and Wasir have two cubic-shaped boxes, one with a length of 25 cm and the other with a length of 45 cm, in which they place chocolates. The chocolates are also cubic in shape. (a) What types of chocolates can completely fill both boxes? (b)What is the maximum size of chocolate that can completely fill both boxes? (c)Find the greatest common divisor (GCD) and least common multiple (LCM) of the lengths of the two boxes. 4. 75,000 taka was deposited in the bank for 5 years at an 8% interest rate. (a) What is the simple interest? (b)What is the compound interest? (c) What is the difference between simple interest and compound interest? 5. Mr. Kamal bought a car for 700,000 taka and sold it at a 5% loss. Then, he used the money from the car sale to buy 5 motorcycles. He wants to make a 10% profit on the initial amount of money he had by selling the 5 motorcycles. (a) How much did he sell the car for? (b) What price should he sell each motorcycle for in order to make a 10% profit on his initial amount? 6.Four points are given: A(−3, 1), B(−1, 4), C(3, 2), and D(1, −2). (a) Find the slope of the line passing through points A and B. (b) Find the equation of the line passing through points C and D. (c) Determine the nature of the triangle formed by points A, B, and C. 3. Insa and Wasir have two cubic-shaped boxes, one with a length of 25 cm and the other with a length of 45 cm, in which they place chocolates. The chocolates are also cubic in shape. (a) What types of chocolates can completely fill both boxes? (b)What is the maximum size of chocolate that can completely fill both boxes? (c)Find the greatest common divisor (GCD) and least common multiple (LCM) of the lengths of the two boxes. 4. 75,000 taka was deposited in the bank for 5 years at an 8% interest rate. (a) What is the simple interest? (b)What is the compound interest? (c) What is the difference between simple interest and compound interest? 5. Mr. Kamal bought a car for 700,000 taka and sold it at a 5% loss. Then, he used the money from the car sale to buy 5 motorcycles. He wants to make a 10% profit on the initial amount of money he had by selling the 5 motorcycles. (a) How much did he sell the car for? (b) What price should he sell each motorcycle for in order to make a 10% profit on his initial amount? 6.Four points are given: A(−3, 1), B(−1, 4), C(3, 2), and D(1, −2). (a) Find the slope of the line passing through points A and B. (b) Find the equation of the line passing through points C and D. (c) Determine the nature of the triangle formed by points A, B, and C. 7.A quadrilateral has four vertices: A(1, 1), B(4, 4), C(4, 8), and D(1, 5). (a) Plot the points on the xy-plane and draw the quadrilateral on graph paper. (b) Determine the nature of the quadrilateral. 8. In the figure, the circle has center O and a diameter of 27 cm.

(a)Find the length of the perpendicular from O to the chord BC. (b) Find the measure of ∠BAC. 9.The sum of the numbers 69 and 78 is (10010011)₂. (a) Find the binary sum of the two numbers. (b) Subtract 69 from 78 using the complement method. 10. Consider the following frequency distribution: Class Interval 0-20 20-40 40-60 60-80 80-100 Frequency 7 11 p 9 13 The arithmetic mean of the frequency distribution is 54. (a) Find the value of p using the direct method. (b) Verify the value of p using the shortcut method. 11.The marks obtained in mathematics by 30 students of class 8 are: 80, 75, 85, 95, 90, 80, 85, 70, 95, 90, 90, 80, 60, 70, 75, 65, 70, 80, 75, 90, 95, 75, 80, 72, 86, 92, 78, 68, 72, 70. (a) Find the mode of the marks. (b) Construct the cumulative frequency distribution table for the given data. (c) Using the cumulative frequency table from part (b), find the median by drawing the cumulative frequency curve. Read the full article

[adculinary24]

Research: Furred Game

Week 7

MENU

Amuse Bouche: Smoked Scallop on Pane Carasau with Green Harissa, Crème Fraiche, Smoked Trout Roe Appetizer: Rabbit tortellini consommé Entrée: Duck Lasagne, carrot puree, carrot top salsa verde, and carrot salad

Part 1 Introductions

Method of cooking/technique to discuss:

Tortellini and Smoking

Learning Objectives:

Demonstrate proper cold-smoking techniques.

Prepare fresh tortellini from scratch - making a pasta dough (egg pasta) and shaping tortellini.

Execute a clear consommé.

Prior Knowledge:

Primary Ingredient of the week:

Rabbit and Fresh Pasta (egg pasta)

Part 2 Background Information

Method:

Tortellini- To make tortellini, you need a rolling pin or pasta machine to roll out the dough thinly, a sharp knife or pasta cutter to cut the dough into squares or circles, and a small spoon for adding the filling. You may also use a fork to seal the edges, though some people prefer doing it by hand. A slotted spoon is helpful for removing the tortellini from boiling water once they're cooked. 

Evangelists, A. P. (2020b, March 9). A simple guide to making homemade Tortellini. Pasta Evangelists. https://pastaevangelists.com/blogs/blog/how-to-make-tortellini

Smoking- We will be infusing a smoky aroma into raw scallops without cooking them, adding complexity to an amuse bouche that pairs smoky scallops with crème fraiche, green harissa, and caviar.

A smoking gun enhances food by adding a smoky flavor without the need for traditional smoking methods. It uses cold smoke, which infuses foods like meats, cheeses, and cocktails with a rich, aromatic taste. The process is quick and can be done after cooking, allowing more control over the intensity of the smoke. This tool is versatile, bringing depth and complexity to a wide range of dishes.

Primary Ingredient:

Rabbit- Rabbits are mammals, they like to live in groups and dig tunnels under the ground to protect themselves. They are herbivores and they are a prey species with many predators. 

Below is a diagram of the cuts from rabbit and a high quality video on fabricating a rabbit carcass.

Video Link: https://youtu.be/HVEX0b61dKU?t=450

Fresh Pasta- Proper rolling, filling, and sealing of the pasta are critical to achieving uniform, well-cooked tortellini that hold their shape and enhance the flavor of the rabbit filling. We were introduced to fresh pasta making a few weeks ago in laboratory, for this week we will be making fresh egg pasta. 

Part 3 Recipe R&D

This week, all of the recipes are provided.

Provided Recipes:

Amuse Bouche: Smoked Scallop on Pane Carasau with Green Harissa, Crème Fraiche, Smoked Trout Roe

Pane Carasau is a Sardinian bread that looks like this.

Appetizer: Rabbit tortellini consommé

Entrée: Duck Lasagne, carrot puree, carrot top salsa verde, and carrot salad

Part 4 Recipes

Provided Recipes:

Plan of Work

1-125 talk and demos?

Smoked Scallop

125 make pasta dough, let rest 30 min

130 make Green Harissa, one batch per lab class, gather Pane Carasau, Crème Fraiche, Smoked Trout Roe

140 Smoke and chill the scallop. Fruit woods apple or cherry

150 Plate Amuse

2 pm consomme. Takes an hour of low simmering undisturbed

2:15 toast and grind peppercorns. rabbit farce. The rabbit is marinated and rabbit stock is made

220 grate parmesan. rabbit filling

duck ragu? Get it cooking

Carrot top salsa verde let it combine

230 roll pasta dough, cut, shape tortellini

3:15 Plate App Rabbit tortellini consommé

315-330 big cleanup

3:30 Cocoa bechamel, takes 20 minutes

3:50 assemble

4pm Bake lasagna 30 min?

Deep Fry lasagna ?

405 carrot puree

410 carrot salad

4:40 Plate Entree

5 cleanup

[yoyik456]

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[beboslatkice]

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[kimyoonmiauthor]

In Search of Antigone’s Plot structure (the fake one.)

Assertion that Antigone’s plot structure was conflict: Sophocles' Ajax and Sophoclean Plot Construction James Tyler The American Journal of Philology, Vol. 95, No. 1 (Spring, 1974), pp. 24-42 (19 pages)https://doi.org/10.2307/293816 p 40

He’s focused on conflict, as we established came from Percy Lubbock, 1921, though amplified, but not given credit by Barthes in the 1960′s, translated in the 1970′s-1980′s into English. (lol I’ve memorized it) William G. McCollom College English, Vol. 19, No. 2 (Nov., 1957), pp. 51-56 (6 pages)https://doi.org/10.2307/372701 The whole paper manages to misunderstand Sophocles by putting it towards character being the most important, and that’s second to last on Aristotle’s list. He gets one part right.

He gets part 3 right, that Aristotle said everything was left up to fate, But four on tragic flaw isn’t something that existed in that time period in the same way. The whole point wasn’t character-led. It was events create character. Fate informs who the character is and the chorus is the most important part. The action comes directly from the fate of the characters according to Aristotle and there should be a singular long plot that’s continuous. The whole point was negative reinforcement to make people feel bad about themselves so they would morally behave. Layered plots are later in history from what I dug up, mainly coming in Elizabethan plays for Europe.

Not all hope is lost: Someone who actually paid attention to the original story structure: "Why Should I Dance?": Choral Self-Referentiality in Greek Tragedy Albert Henrichs Arion: A Journal of Humanities and the Classics, Third Series, Vol. 3, No. 1, The Chorus in Greek Tragedy and Culture, One (Fall, 1994 - Winter, 1995), pp. 56-111 (56 pages) And says things like Chorus and Stasimon. Someone who actually read Poetics through. OMG. This is 1995, though, and looks like someone is trying to do a correction to the literature, but failed. I went through most of JSTOR and still couldn’t find the diagram. I also asked archive if there was a way to search their database by images or if they would invent one for the system and they said no. (flat no, wouldn’t even consider it). The NYPL could only find an earlier one through google books. So I’m down to limiting the date range and then plundering the Library of Congress or NYC library, since the large local library doesn’t have books before 1990′s, I think. Really trying to find the origin of the bad diagram is hard with no name, but an approximate date. But I think in combination with the whole false diagramming from the 1920′s-1930′s, I’m getting closer. I still think it’s the 1970′s-1980′s that the understanding of the plot structure turned and changed to the wrong diagram that was drawn on the board for me because academics didn’t check their work before being published and went with the grapevine error instead of reading the full original source.

I think this shows problems in academia very well--because of the time pressure people often rely on other academics, who then cite other academics, but if they never read the original source material and tangle with it and find the errors within the larger context, then it causes issues with wrong information being diluted and passed down. Because no one has paused to ask if Gustav Freytag was a pre-Nazi by celebrating The Ring before and rather say things like, “it was the times.” and in putting down PoCs and women what that implies about later structuralists. But I think academia needs to do this work and not just conveniently cut out 95% of the work and focus only on the diagram. There’s clear context to what Freytag is saying. And so it’s true with everyone else I’ve read so far. Stop cherry picking. You might miss something.

[cash4bees]

BlazBlue is such a great series because it hits all the notes for an anime fighter:

Batshit incomprehensible plotline

A bunch of worldbuilding that goes nowhere right up until you forget about it, then it's plot-crucial

P much every female character is in the most fully insane "outfit" you can imagine, to the point that it's not even functionally horny design, it's just one-upping the last one

There's one important guy who has three completely different playable forms

There's another extremely important guy who was not playable until getting the literal last character slot in the series

No, for real, the women start at miniskirt and gradually advance to 'she got tape over her junk and nips'

Not a single character in this game realistically makes me horny, despite being designed as the horniest shit the human eye can perceive

Explaining even One (1) core setting conceit or piece of the magic system would take approx. 40 minutes and a detailed diagram. There's at least, like, 5 of those... And they all have wack names/naming conventions

The primary magic system is "rewrite reality to whatever you want", which makes the entire plot just a series of asspulls

The 3 least sexualized playable female characters, in ascending order, are:

Two instances of the same woman, wearing a military pantsuit thing with heels and like, skirt coattails? "A 10000 yEaR oLd VaMpIrE wHo LoOkS lIkE a ChIlD"

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[teardownit]

Teardown Mean Well LRS-35-24 LED driver

The packaging box is made of cardboard. A small window allows the user to identify the power supply model without removing it from the packaging.

The power supply is built on the TEA18363 chip.

It is a single-cycle DC-DC converter controller from NXP Semiconductors. The chip needs an external n-channel power transistor. The controller is designed for a flyback converter topology and focuses on maximum power efficiency with minimum components. This feature is listed in the datasheet footer: "TEA18363T GreenChip SMPS control IC".

Structural diagram is traditional: input → filter → rectifier bridge → inverse pass converter with rectifier working for output C-L-C filter, regulation by the output voltage, the control signal is transmitted through the optocoupler.

The power supply has no PFC.

Careful assembly of the components. The quality of the connections is good.

We consider placing the optocoupler, which is practically under the transformer, as a design disadvantage. If this component fails, it won't be easy to replace it.

The manufacturer used the output rectifier diode in the DO-201 package (shown with a red arrow in the photo) for an unclear reason. After all, the design provides for a diode with heat dissipation to the metal wall of the unit.

Test results

• The pulsation value as a fraction means that the voltage has pronounced HF (numerator) and LF (denominator) components. • The hottest component in the power supply is the output rectifier diode. Its temperature is shown in the corresponding table cell. • The overcurrent protection trips at an output current of 2A and operates in start-stop mode.

What is the "start-stop" mode of protection?


When an overload is detected, the power supply turns off, pauses briefly (usually after 0.5-2 seconds), then tries to turn on again; if it still sees an overload, it turns off again and then goes through the cycle until it finds that the load is back to normal at the next start attempt, after which it resumes regular operation. In the event of damage to the load, this mode reduces the risk of fire and energy loss many times over. This is the reason why this mode is actively used in modern power systems. However, it also makes it impossible for several separate power supplies to operate in parallel for a total load greater than the rated load of one of them.

Output voltage pulsations

Slow sweep waveforms

Fast sweep waveforms

The waveforms clearly show that the converter goes into burst mode in no-load mode. The overall ripple level increases due to an emerging low-frequency component with a peak-to-peak of about 40 mVp-p.

Conclusions

• The output diode is in a heavy thermal mode when the housing is closed. The transition-to-environment thermal resistance of the DO-201 package is high, about 86 °F/W, and at an average output current of 1.5 A, this becomes a problem. Clearly, abandoning the stock diode with heat dissipation to the block wall was a bad idea. • The power supply can operate at full load for short periods of a few minutes, but the following limits should be observed for the safe and continuous operation of this power supply: - It is dangerous to operate the unit at a constant full load. At an ambient temperature of 77°F, the output rectifier diode temperature reaches dangerous levels. - A load reduction of up to 70% allows regular unit operation at ambient temperatures up to 86°F. • Power supplies of this type cannot be paralleled to work with a load greater than the rated load of one power supply.

[luantavares]

The idea of a three-tier cosmology with a solid domed sky has never been taught in the Bible, and neither was it the view of the ANE world. 

======================

“Recent research demonstrates that the idea that the ancient Israelites believed that the heavens(s) consisted of a solid vault sitting on a flat earth appears to have emerged for the first time only during the early nineteenth century. A closer look at ancient Babylonian astronomical documents also shows that they did not have the concept of a heavenly vault, or of a three-tiered universe. There are many reasons to reject the claim that these diagrams [i.e. that Three-tier cosmology view] reflect the view of the ancient Israelites. This longstanding error illustrates the problems with making definitive claims about the ANE worldviews and ideas and then using such conclusions to “properly” interpret the Bible. Smith, Henry Jr., The Genesis creation account and its reverberations in the Old Testament: A book review: Part one. The Bible and Spade 36(1):23, 2023.

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Excerpts from the same article below:

"Modern discussions of Genesis and ANE parallels have revealed a disturbing tendency by professing evangelicals to claim that the early chapters of Genesis cannot be understood without knowledge of the surrounding ANE cultural environment. The chief promotor of this viewpoint has been John Walton, but there are many others who insist that ANE mythology is the hermeneutical key to understanding these foundational texts. The problem is succinctly summarized by the Hasels: “A vast number of biblical scholars still read the cosmology of the Bible through the glasses of the pagan cosmologies of the ancient Near East and Egypt. This is in actuality nothing but a dubious interpretation based on a highly problematic hermeneutic”. (p. 21)

“Skeptics will often assume that ANE thought was universal in its belief that the universe consisted of three stories–a netherworld underneath, a flat earth, and a heaven above. The Hasels not only argue that the Bible has not adopted this view of the cosmos at all, but also there was actually not a uniform ANE picture of the universe." (p. 21)

"Today, it is widely believed that the Mesopotamians believed in a solid-domed heaven, and that the biblical author used the term raqia with this cosmology in mind… Younker and Davidson point out that this idea was refuted over 40 years ago by Wilfred Lambert in his reexamination of the Enuma Elish, and that no evidence has ever been discovered to prove that the Mesopotamians believed in a solid-domed heaven. If anything, they seemed to believe in six flat heavens suspended by cables… the authors conclude that a cohesive Mesopotamian cosmology has never been found in ancient texts, much less a belief in a solid, metal dome." (p. 25)

"They [the authors] argue that the primary understanding throughout many centuries was that the raqia was an expanse, perhaps of unknown substance, but certainly not a solid, metal dome… in the 18th century, the anti-Bible philosopher Voltaire combined the solid-dome heaven with belief in a flat earth, claiming that the “childish and savage Israelites believed this cosmology…the coup de grace appeared to be when Peter Jenson mistranslated the Enuma Elish in 1890, describing the Babylonian concept of the heavens as a “vault”… Lambert finally caught the mistake in 1975, but 85 years of damage had been done…" (p. 25)

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Here Is The Best IELTS Institute For Your Exam Preparation

The IELTS exam is famous among international students and immigrants because it is an exam, which is a crucial part of the visa process. IELTS is a standardized English language exam, which helps in deciding the proficiency of the person. The IELTS Coaching Classes In Thane West, which are offered by NIHAM are known as one of the best because, in these classes, the student can learn about various tricks of cracking IELTS. The success rate of the coaching is very high, which is the reason why they have become the top choice of people all around who wants to prepare for IELTS. Today, in this article, we are going to shed some light on different aspects of the exam, so if you want to know about it, then keep on reading. 

Different Types Of IELTS 

Academic IELTS: This exam is for candidates, who want to take admitted to universities outside India.

Test Format Of Academic IELTS 

Listening: The exam is of 30 minutes, and it has 4 sections. 

Task 1: Multiple Choice 

Task 2: Matching 

Task 3: Plan, map, and diagram labeling 

Task 4: Form, note, table, flow chart, summary completion

Task 5: Sentence Completion 

Task 6: Short answer questions 

Academic Reading: The exam is of 60 minutes, and it consists of 40 questions 

Task 1: Multiple Choice 

Task 2: Identifying Information 

Task 3: Identifying the writer’s claim

Task 4: Matching Information

Task 5: Matching Heading 

Task 6: Matching features 

Task 7: Matching sentence endings 

Task 8: Sentence Completion 

Task 9: Summary, note, table, flow-chart completion

Task 10: Diagram label Completion 

Task 11: Short answer questions 

3. Academic Writing: The exam is of 60 minutes

    Task 1: Describe the graph, table chart diagram in your words

    Task 2: Essay writing 

4. General Training Reading: The exam is of 60 minutes, and there are 40 questions in total. 

Task 1: Multiple Choice 

Task 2: Identifying information 

Task 3: Identifying the writer’s view 

Task 4: Matching Information

Task 5: Matching Heading 

Task 6: Matching features 

Task 7: Matching sentence endings 

Task 8: Sentence Completion 

Task 9: Summary, note, table, flow-chart completion

Task 10: Diagram label Completion 

Task 11: Short answer questions 

5. General Training Writing: The exam is of 60 minutes, and it is divided into 2 sections

Task 1: Letter Writing 

Task 2: Essay Writing 

6. Speaking: The exam takes 11-14 minutes, and is divided into 3 parts. 

Part 1: Introduction and Interview 

Part 2: Long Run 

Part 3: Discussion 

If you or anyone you know wants to give IELTS, then you can enroll with Best IELTS Coaching In Thane West today. 

About NIHAM 

NIHAM is one of the leading names in the city, as it is offering a wide range of courses to everyone at economical prices. The team working with them always does everything as per the guidelines, and assures that the student is doing the best.

Source: https://penzu.com/p/b33a6f45