An objective claim is a statement about a factual matter-one that can be proved true or false. For factual matters there exist widely recognized criteria and methods to determine whether a claim is true or false. A subjective claim, on the other hand, is not a factual matter; it is an expression of belief, opinion, or personal preference. A subjective claim cannot be proved right or wrong by any generally accepted criteria.
Transcription in eukariotes by kk sahuKAUSHAL SAHU
INTRODUCTION
A STRUCTURAL GENE
EUKARYOTIC RNAPs
MACHANISM OF TRANSCRIPTION IN EUKARYOTES:
- INITIATION
-ELONGATION
-TERMINATION
RNA SPLISING
DIFFERENT BETWEEN PROKARYOTIC & EUKARYOTIC TRANSCRIPTION
BIBLIOGRAPHY
Imagine a situation when a cell starts producing enzymes required for metabolism and those required for cell death (apoptosis) at the same time. The cell will be in a confused state and will not know which function to perform first. The needs of the body keep changing with time and cell has to tune itself to perform the desired set of activities. Gene regulation helps a unicellular organism to adapt well to the environment.
In molecular biology, DNA replication is the biological process of producing two identical replicas of DNA from one original DNA molecule. DNA replication occurs in all living organisms acting as the basis for biological inheritance. The cell possesses the distinctive property of division, which makes replication of DNA essential.
Transcription in eukariotes by kk sahuKAUSHAL SAHU
INTRODUCTION
A STRUCTURAL GENE
EUKARYOTIC RNAPs
MACHANISM OF TRANSCRIPTION IN EUKARYOTES:
- INITIATION
-ELONGATION
-TERMINATION
RNA SPLISING
DIFFERENT BETWEEN PROKARYOTIC & EUKARYOTIC TRANSCRIPTION
BIBLIOGRAPHY
Imagine a situation when a cell starts producing enzymes required for metabolism and those required for cell death (apoptosis) at the same time. The cell will be in a confused state and will not know which function to perform first. The needs of the body keep changing with time and cell has to tune itself to perform the desired set of activities. Gene regulation helps a unicellular organism to adapt well to the environment.
In molecular biology, DNA replication is the biological process of producing two identical replicas of DNA from one original DNA molecule. DNA replication occurs in all living organisms acting as the basis for biological inheritance. The cell possesses the distinctive property of division, which makes replication of DNA essential.
DNA is the genetic materiel in case of humans and other organisms.There are basically three forms of DNA structures. These are A form, B form and Z form. The most common form is B DNA structure.
Telomere is the end part of the eukaryotic chromosomes and they need special way to replicate theirselves because of regular DNA replication can’t replicate the ends of eukaryotic chromosomes.
DNA is the genetic materiel in case of humans and other organisms.There are basically three forms of DNA structures. These are A form, B form and Z form. The most common form is B DNA structure.
Telomere is the end part of the eukaryotic chromosomes and they need special way to replicate theirselves because of regular DNA replication can’t replicate the ends of eukaryotic chromosomes.
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes bel.docxkailynochseu
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes beliefs about the way the world was, is, or is going to be that the communicator wants us to accept as “facts.” These beliefs can be conclusions, reasons, or assumptions. We can refer to such beliefs as factual claims. The first question you should ask about a factual claim is, “Why should I believe it?” Your next question is, “Does the claim need evidence to support it?” If it does, and if there is no evidence, the claim is a mere assertion, meaning a claim that is not backed up in any way. You should seriously question the dependability of mere assertions! If there is evidence, your next question is, “How good is the evidence?” To evaluate reasoning, we need to remember that some factual claims can be counted on more than others. For example, you probably feel quite certain that the claim “most U.S. senators are men” is true, but less certain that the assertion “practicing yoga reduces the risk of cancer” is true. Because it is extremely difficult, if not impossible, to establish the absolute truth or falsity of most claims, rather than asking whether they are true, we prefer to ask whether they are dependable. In essence, we want to ask, “Can we count on such beliefs?” The greater the quality and quantity of evidence supporting a claim, the more we can depend on it, and the more we can call the claim a “fact.” For example, abundant evidence exists that George Washington was the first president of the United States of America. Thus, we can treat that claim as a fact. On the other hand, there is much conflicting evidence for the belief “bottled water is safer to drink than tap water.” We thus can’t treat this belief as a fact. The major difference between claims that are opinions and those that are facts is the present state of the relevant evidence. The more supporting evidence there is for a belief, the more “factual” the belief becomes. Before we judge the persuasiveness of a communication, we need to know which factual claims are most dependable. How do we determine dependability? We ask questions like the following: What is your proof? How do you know that’s true? Where’s the evidence? Why do you believe that? Are you sure that’s true? Can you prove it? You will be well on your way to being among the best critical thinkers when you develop the habit of regularly asking these questions. They require those making arguments to be responsible by revealing the basis for their arguments. Anyone with an argument that you should consider will not hesitate to answer these questions. They know they have substantial support for their claims and, consequently, will want to share their evidence in the hope that you will learn to share their conclusions. When people react to simple requests for evidence with anger or withdrawal, they usually do so because they are embarrassed as they realize that, without evidence, they should have been less assertive about their beliefs. When we regula.
The slides aim to train members of Ateneo Debate Union to detect fallacies in argumentation. It is the hope that this would enhance their case construction skills. The principles used borrows heavily from logic.
ACTION IN THE MOMENT: SELF-AWARENESS AND INTUITION FOR LEADERS IN AMBIG5-7-2015Thomas Swenson
Website: actioninthemoment.com
Action in the Moment challenges the idea of uncertainty as the basis of reality. Treating uncertainty as the basis of reality is very wrong when we actually live in an ambiguous world. If reality was based on uncertainty, a machine could replace us and there would be no reason for our existence. Additionally, ambiguity provides us with free will because we can then use our own internal rules in making decisions. We do not have to use the external rules designed into a machine that makes decisions based on probabilities and utility.
Action in the Moment presents self-awareness and intuition as key concepts in improving our understanding of individual and organization behavior in ambiguous times. The thesis presented is that we must admit that ambiguity is the basis of reality, and, rely on self-awareness and intuition as fundamental to decision making and our reason for our existence.
We clearly have much to do in responding to the apparent chaos presented by ambiguity. We have reached a point where we are like a deer frozen in the headlights of an oncoming car. Decision-making paralysis has resulted from us avoiding ambiguity as the basis for reality. This book describes a simple process for eliminating this paralysis by developing our self-awareness and intuition. The process presented will improve your leadership ability, the integrity of decision-making, and almost every aspect of organization behavior.
The Battle of Dhi Qar (Arabic: يوم ذي قار), also known as the Battle of Dhu Qar,was a pre-Islamic battle fought between Arab tribes and the Sassanid Empire in Southern Iraq. The battle occurred after the death of Al-Nu'man III by the orders of Khosrow II.
By the end of this lecture students should be able to:
Understand Middle Eastern political and strategic dynamics in late antiquity
Analyze the nature of Arab-Persian relations
Analyze the causes, the course, and the consequences of the Battle of Dhi Qar
An Introduction to Terrorism, by Professor Joel hayward
By the end of this lecture students should be able to:
Recognise some major forms of terrorism
Understand some basic motivations behind them
Understand the nature and scope of the threat to us
An Introduction to Insurgency, by Professor Joel Hayward
At the end of this lecture you should be able to:
Define both insurgency and terrorism
Recognise that these terms are not synonyms
Understand some of the key similarities and differences between them
The Battle of Britain 1940 by Professor Joel Hayward
By the end of the lecture students should be able to understand:
The differing strategic objectives of both sides in the air campaign
The importance of control of the air to achieving these objectives
The qualities of Dowding’s Integrated Air Defence System
The Characteristics and Utility of Airpower, by Professor Joel HaywardProfessor Joel Hayward
By the end of this lecture students should be able to understand that:
Air power represents a technological revolution
Air power has tremendously changed the conduct of warfare
Air power has not changed the nature of warfare
The Evolution of Integrated Air Power (air-land integration), 3, by Professor...Professor Joel Hayward
By the end of this lecture student will be able to understand that, in any return to conventional air-land integration, air forces will face:
Vastly improved precision capabilities
Greater intolerance of harm to civilian objects and infrastructure
Greater demands for ubiquity
Greater intolerance of fratricide
A return to conventionally contested airspace
The Evolution of Integrated Air Power (air-land integration), 1, by Professor...Professor Joel Hayward
By the end of this lecture students should be able to understand that:
WWI included attempts at independent and integrated air power
independent ops were a tiny minority of the air power effort
the war prompted very unusual ideas about strategy
most unusual: the attempted removal of battle from war
The Evolution of Integrated Air Power (air-land integration), 2, by Professor...Professor Joel Hayward
By the end of this lecture students should be able to understand:
Different approaches to air-land integration between 1939-1953
The challenges of coordinating air power and land power
Some of the efforts made to overcome these challenges
The enduring importance of battle to strategic decision
Maneuver Warfare (the Maneuverist Approach), by Professor Joel HaywardProfessor Joel Hayward
By the end of this lecture students should be able to understand:
the relationship between maneuver and firepower
key Maneuver Warfare concepts
that flexibility is necessary in their interpretation and application
الحصانة المدنية في الفكر الاستراتيجي الإسلامي التأسيسي تحقيقٌ تاريخي البروفيس...Professor Joel Hayward
الحصانة المدنية في الفكر الاستراتيجي الإسلامي التأسيسي
تحقيقٌ تاريخي
البروفيسور جويل هيوارد
تحلل هذه الدراسة الوحي القرآني ووعظ وممارسات النبي محمد من أجل التحقق مما قام الإسلام بتعليمه في مستهل ظهوره فيما يتعلق بمسؤوليات الجيوش الإسلامية والمحاربين اتجاه الأشخاص الذين نسميهم في الوقت الحاضر بالمدنيين وغيرهم من غير المقاتلين. من الواضح أن الوحي الإلهي ونبي الإسلام قد هدوا في عصر الإنسانية خلال حربٍ تفوق تلك التي وجدت في وقت سابق في الجزيرة العربية وفي الواقع في أي مكان في العالم. لم يتعمد محمد الحرب ودمارها لتشمل مجتمعات بأكملها، بل بالأحرى لتطال المقاتلين فقط، الذين جعلتهم عدوانيتهم ورغبتهم في حمل السلاح مذنبين وخاضعين للمقاومة المسلحة. مدركين بأن الله قد سمح بالدفاع عن النفس ضد الهجوم، وقد قام بتوجيه الحرب على المهاجمين، ولكن ليس على نساء قوات العدو، وأطفالهم، وكبار السن. في الواقع، متمشياً مع القانون الدولي الإنساني المعاصر، فقد حظر محمد الإستهداف المتعمد لهم، مالم يتنازلوا عن حقوقهم في الحماية بالمشاركة في القتال. موسّعاً حق الحماية هذا إلى الرهبان وغيرهم من رجال الدين الذين كرسّوا حياتهم للممارسات الدينية، ومن ثمّ إلى أنواع من الممتلكات التي نسميها الآن بالبنية التحتية المدنية، أنشأ محمد بيئة واسعة من الأمان والتي حافظت على أرواح وطرق معيشة الناس حتى في المجتماعات المتحاربة. إن المفاهيم الخاطئة الشائعة التي أججتها الأفعال الوحشية غير المسؤولة لتنظيم القاعدة وتنظيم الدولة الإسلامية ، وبوكو حرام وغيرها من التنظيمات الإرهابية المتطرفة، هي وببساطة لا تستند على قراءة عادلة للدليل التاريخي. حيث يحكي ذلك الدليل قصة مغايرة تماماً لما يرونه: للإنسجام الوثيق بين الممارسات الإسلامية الأولى بتوجيهات محمد وبين المدونة الأخلاقية للحصانة المدنية الراسغة في نظرية الحرب العادلة الغربية والقانون الدولي الانساني. بمعزلٍ عن المقاتلين، لم يكن المسلمين ليقتلوا أو على نحو آخر ليلحقوا الأذى بالأبريا، ولم يكونوا ليدمروا منازلهم، والبنية التحتية أو مستلزمات معيشتهم.
The Qur’an is among the most widely read books on earth, yet it is also commonly misunderstood and misquoted. Islam’s critics say that it contains exhortations of violence against non-Muslims and a concept of war that is far more unbridled and indiscriminate than the western Just War theory.
This study is not a general overview or critique of the Islamic laws of war, which are the varied and sometimes contradictory opinions of medieval Islamic jurists ― mainly from the ninth to thirteenth centuries CE. Instead, this study analyses only the Qur’anic text itself and, by putting its verses into historical context, attempts to explain its codes of conduct in order to determine what it actually requires or permits Muslims to do in terms of the use of military force.
It concludes that the Qur’an is clear: Muslims must not undertake offensive violence and are instructed, if defensive warfare should become unavoidable, always to act within a code of ethical behavior that is closely similar to the western Just War tradition. This study attempts to dispel any misperceptions that Islam’s holy book advocates the subjugation or killing of non-Muslims and reveals that, on the contrary, its key and unequivocal concepts governing warfare are based on justice and a profound belief in the sanctity of human life.
Civilian Immunity and "Collateral Damage", by Professor Joel HaywardProfessor Joel Hayward
By the end of this lecture you should be able to understand:
why civilians are to be considered “innocent”
the moral and legal importance of civilian immunity
that the attacking force carries responsibility for protecting civilians
that even the accidental killing of civilians is politically damaging
Ecologists, activists, lobbyists and of course politicians are already turning their attention to ecological aspects of modern warfare. As a consequence, governments and their armed forces will have to pay more attention to the serious ecological ramifications of conflict. Air forces face the greatest challenges. During both peace and war they have far greater carbon footprints than armies and navies. They use potentially more devastating ordnance. Their targets traditionally include objects in or near population centers and the aquifers, waterways, soils and food sources that sustain them. And air forces cause far worse damage to environmentally significant production, storage and distribution infrastructure (much of it based on petroleum, oil, lubricants or chemicals). This lecture does not recommend the blanket exclusion of any potential target sets from planning processes. Rather, it argues that, when we utilize our existing warrior code, the Just War ethical framework, we must now slightly expand our time-honored moral and legal constructs of proportionality and discrimination to include environmental issues. That is, the lecture argues for the inclusion of ecological protection in military planning and for it to be weighed expertly, along with the likely need for post-war remediation activities, among the factors that will ultimately determine the justifiability of military actions.
Air Power, Ethics and Civilian Immunity during the Great War and its Aftermat...Professor Joel Hayward
Little has been published on the ethical and legal basis of air attacks on non-combatants during the First World War. Existing works have focused mainly on the injustice of the German Zeppelin and Gotha raids on British towns. They present British air campaigns on German towns and the formation of the Royal Air Force as a reasoned self-defensive response. This article breaks new ground as it attempts to paint a richer picture by explaining the influence of retributive passions – vengeance – on British thinking about how best to respond to the villainy of German air raids. By using unpublished primary sources to uncover the moral and legal rationale used by British decision-makers, it shows that they (as their German counterparts had) exploited ambiguities or "loopholes" in the ethical and legal prohibitions on the bombardment of non-combatants and explained away their own air attacks on civilian towns and villages as legitimate acts of reprisal. It ends by demonstrating that, far from feeling grave concerns about the inhumanity of targeting civilians and their environs, the most influential air power thinkers after the war were relatively uninterested in moral concepts of proportionality and discrimination. They saw air power's ability to punish the strong and culpable by attacking the weak and vulnerable as a way of making wars shorter and therefore less expensive.
Air Power: The Quest to remove Battle from War, by Professor Joel HaywardProfessor Joel Hayward
Air power emerged from the Great War as a third primary form of military force, along armies and navies. Its early theorists made astounding claims that air power alone could delivery strategy – that is, the war-winning outcomes that involved the enemy’s defeat – without the significant and inevitably bloody contributions of soldiers and sailors. Throughout the next century their ideas were attempted and almost without exception they proved inadequate. The so-called strategic air campaigns damaged enemy production, but only in a zero-sum way, with the cost of producing and maintaining massive air fleets and soaking up their ghastly attrition balancing out the gains being made. The exception might be the nuclear bombings of Japan, but the atomic weapon itself was the game-changer, with air power being merely its delivery system for a brief time before missiles became the major delivery instrument and source of deterrence. Air power’s most effective role was not away from the battlefield, with cities, civilians and industry the focus of attack, but was on the battlefield in coordination with the other services. Air power’s most significant contributions to strategy came in what looks superficially like a tactical role: as close air support, interdiction, reconnaissance, air supply, counter-air operations, and medical evacuation. These, especially the former, close air support, have proven devastating and enabled joint forces to inflict strategic wins.
Stalingrad: An Examination-of Hitler's Decision to Airlift, by Professor Joel...Professor Joel Hayward
After February 1943, the shadow of Stalingrad ever lengthened ahead of Adolf Hitler. The battle for that city had ended in disastrous defeat, shattering the myth of his military "Midas touch," ending his chances of defeating the Red Army, permanently damaging relations with Italy, Rumania, Hungary, and other allied nations, and, of course, inflicting heavy losses on his eastern armies. More than 150,000 Axis soldiers, most of them German, had been killed or wounded in the city's approaches or ruins; 108,000 others stumbled into Soviet captivity, 91,000 in the battle's last three days alone. (Although Hitler never learned of their fate, only six thousand ever returned to Germany.) The battle has attracted considerable scholarly and journalistic attention. Literally scores of books and articles on Stalingrad have appeared during the 50 years since Stalin's armies bulldozed into Berlin, bringing the war in Europe to a close. Most have been published in Germany and, to a lesser degree, Russia, where the name "Stalingrad" still conjures up powerful and emotional imagery. Comparatively few have been published in the English-speaking world, and this is understandable. Because no British, Common wealth, or American forces took part in the battle, they can number none of their own among its many heroes, martyrs, prisoners, and victims. Moreover, although the German defeat at Stalin grad was immediately seen in the West as a turning point, its effects were not directly felt by the Anglo- - American nations. The main focus of Stalin grad historiography, including the dozen books published in 1992 and 1993 to commemorate the battle's 50th anniversary, has been the fighting, encirclement, suffering, and destruction of Generalfeldmarschall Friedrich Paulus's Sixth Army. Few books and articles have devoted adequate attention to the activities of the Luftwaffe, although it made substantial contributions to all battles throughout the 1942 summer campaign—of which Stalingrad was the climax—and it alone was responsible for the maintenance of Sixth Army after Marshal G. K. Zhukov's forces severed it from all but radio contact with other German army formations. Even fewer works—and none in English—have analyzed in depth Hitler's decision to supply the forces trapped at Stalin grad from the air, even though this decision led to the destruction of those forces after the Luftwaffe failed to keep them adequately supplied.
Hitler's Quest for Oil: The Impact of Economic Considerations on Military Str...Professor Joel Hayward
When asked by his Allied captors in 1945 to what extent German military strategy had been influenced at various stages by economic considerations, Albert Speer, Hitler's outstanding Armaments Minister, replied that in the case of Operation BARBAROSSA the need for oil was certainly a prime motive.' Indeed, even during the initial discussions of his plan to invade the Soviet Union, Hitler stressed the absolute necessity of seizing key oilfields, particularly those in the Caucasus region, which accounted for around 90 per cent of all oil produced in the Soviet Union. For example, during a war conference at the Berghof on 31 July 1940, Hitler revealed to high-ranking commanders his intention to shatter Russia 'to its roots with one blow'2 After achieving the 'destruction of Russian manpower', he explained, the German Army must drive on towards the Baku oilfield, by far the richest of those in the Caucasus and one of the most productive in the world. Despite Hitler's optimism, the 1941 campaign - which opened along a 2,000 km front and involved 148 combat divisions - failed to shatter Russia 'to its roots with one blow'. Consequently, it failed to bring the huge oil region of the Caucasus under German control. After reverses in the winter of 1941/42, it was no longer possible for the Wehrmacht to undertake wide-ranging offensives along the entire front, by then over 2,500 km in length. The summer campaign of 1942, although still immense, was necessarily less ambitious. It opened along a front of around 725 km, and involved 68 German and 25 allied combat divisions. Soviet oil remained a major attraction for Hitler. The offensive's objectives were to destroy the main Russian forces between the Donets and the Don river, capture the crossings into the mountainous Caucasus region and then deliver the rich oilfields into German hands. The perceived importance of these oilfields to the German economy, and hence the war effort, cannot be overstated. On 1 June 1942, four weeks to the day before the summer campaign began, Hitler told the assembled senior officers of Army Group South that 'If I do not get the oil of Maikop and Grozny then I must end this war'.3 The purpose of this study is not to provide a narrative description of the planning of the 1942 campaign, but, rather, to reveal the central role which economic considerations played in the planning of that ill-fated endeavor. In the following pages I shall appraise Hitler's preoccupation with the Caucasus region and its oilfields, and describe how Germany's own oil situation in the first two years of the war led him to believe that the capture of those oilfields was an essential prerequisite to waging a prolonged war of economic attrition. I shall then outline and explain the lengthy planning of the 1942 campaign, which aimed first at protecting the vulnerable Rumanian oilfields - upon which the German war economy was already heavily reliant - and secondly (and more importantly) at possessing the far ...
Horatio Lord Nelson's Warfighting Style and the Maneuver Warfare Paradigm, by...Professor Joel Hayward
Readers seeking to analyze Maneuver Warfare’s applicability to combat on the seas that cover most of the globe can be forgiven for noticing the absence of scholarly interest in this theme and thinking that, in short, Maneuver Warfare must have no applicability at sea. One can, however, easily find many fine examples of what is now called Maneuver Warfare in seapower’s long history. This article draws from one such example – splendidly manifest in the person of Britain’s greatest fighting seaman, Vice-Admiral Horatio, Lord Nelson (1758–1805) – to demonstrate that students of maneuver need not fear turning their attention occasionally from land battles towards those fought at sea. They may indeed be greatly enriched by doing so. While being mindful to avoid anachronism (Maneuver Warfare’s conceptual framework, after all, is very recent), this article shows that Lord Nelson’s warfighting style closely resembles the modern Maneuver Warfare paradigm. He was not fighting according to any paradigm, of course, much less one that dates from almost 200 years after his death. He understood naval tactics and battle according to the norms and behavioral patterns of his own era and continuously experimented and tested ideas, rejecting some, keeping others. The article naturally makes no claim that Nelson’s warfighting style was unique among sea warriors or that he contributed disproportionately to conceptual or doctrinal developments in tactics or operational art. Even a cursory glance at the careers of John Paul Jones, Edward Hawke and John Jervis (one of Nelson’s mentors), to mention but a few, reveals that their names fit almost as aptly as Nelson’s alongside Napoleon Bonaparte’s, Erwin Rommel’s and George S. Patton’s in studies of effective maneuverists. Yet Lord Nelson makes an ideal focus for a case study of Maneuver Warfare at sea. Extant sources pertaining to his fascinating life are unusually abundant and reveal that he raised the art of war at sea to unsurpassed heights, all the while perfecting the highly maneuverist warfighting style that gave him victory in several of naval history’s grandest battles.
The German Use of Airpower at Kharkov, May 1942, by Professor Joel HaywardProfessor Joel Hayward
This archival source-based analysis of the role and effectiveness of airpower during the Battle of Kharkov in May 1942 demonstrates that it was the critical factor in determining German success. Masterfully commanded by Generaloberst Wolfram Freiherr von Richthofen, the Third Reich's leading close air support expert, the Luftwaffe delivered highly effective support to the German army and prevented a major Soviet encirclement attempt from succeeding.
Von Richthofen's 'giant fire-magic': The Luftwaffe's Contribution to the Batt...Professor Joel Hayward
Adolf Hitler's directive for the 1942 summer campaign in the east clearly reflects the unfinished nature of the previous year's campaign. Although the Fuehrer claimed to Mussolini on 30 April 1942 that, with the exception of just a few 'blemishes which will shortly be eradicated, ... the Crimea finds itself in our hands,' the reality was very different.1 In April 1942 the Crimea was neither firmly nor entirely in German hands, as Hitler well knew. It was certainly not the 'bastion in the Black Sea' that he described to his Italian counterpart. On the contrary, powerful Soviet forces still held both Sevastopol, the Soviet Union's main naval base and shipyard in the Black Sea, and the strategically important Kerch Peninsula, which Hitler planned to use as a springboard to the Caucasus. Therefore, he stated in his directive for the 1942 summer campaign, before the major offensive into the Caucasus could commence it would be necessary 'to clear up the Kerch Peninsula in the Crimea and to bring about the fall of Sevastopol.'2 In May and June, the powerful Eleventh Army, commanded by Generaloberst Erich von Manstein, reputed to be Hitler's best operational army commander, launched strong attacks on the Soviet forces at each end of the Crimea. These attacks proved stunningly successful, destroying the enemy and finally giving Hitler total mastery of the Crimea. Von Manstein's Kerch offensive, codenamed Operation Trappenjagd (Bustard Hunt), and his assault on Sevastopol, codenamed Operation Storfang (Sturgeon Catch), deserve their prominent place in historical works on the Eastern campaigns. Skillfully guided by von Manstein, Eleventh Army defeated numerically superior and better-situated forces quickly and, especially during the Kerch offensive, with relatively few losses. However, the role of the Luftwaffe, which performed superbly as it provided the army with an unprecedented level of tactical air support, has been poorly covered by historians of these events, whose works focus primarily on army operations and von Manstein's much-touted tactical genius. Describing and explaining Luftwaffe operations during Trappenjagd, the first of the two Crimean campaigns of 1942, this study attempts to correct that imbalance. Eleventh Army, it argues, would not have succeeded were it not for the outstanding efforts of Luftwaffe forces, led by a commander of equal genius.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. By the end of this lesson, you will be able to:
Understand that our beliefs are often merely opinions or value judgements,
rather than observations that accord with reason, reality and evidence
Assess the impact of personal values and cultural bias on research
Assess the role of values and bias in the selection and critique of evidence
Assess the importance of seeking “critical distance” during research
3. People are of equal worth, but their assertions are not
There are strong and weak assertions
Weak assertions:
Are based on incomplete or inaccurate information
Or are based on insufficient or weak evidence
Or ignore, minimize or exaggerate facts because of subjectivity and bias
Or contain flawed logic
4. Two working definitions of “Truth”:
Truth is “the best available description of reality”
Truth is “knowledge that is justified”
What about this: “Truth is knowledge that is accepted and agreed”
Michael Glanzberg. 2018. The Oxford Handbook of Truth. Oxford: Oxford University Press.
5. When did the Second World War begin?
1 September 1939 22 June 1941
6. Scholars try to solve the dilemma of truth by highlighting the difference between
objectivity and subjectivity
This doesn’t mean:
“Everyone has values, interests and tastes so everything is merely subjective”
The worst form of this claim is: “Everyone is entitled to their opinion”
7. An objective claim contains truth or falsity regardless of who perceives it and
independent of perceptions of value
The properties of a subjective claim depend on who perceives it and what value
they imbue it with
10. An objective statement does not depend for its truth on who is perceiving it
Claim: The dog lies on the floor
11. So what is an “objective” claim?
Objective claims meet three criteria:
1. Objective truths have a truth value
2. One can create a rational method for determining whether the claim is true
or false
3. In the event of disagreement about the claim’s truth/falsity, someone must
be wrong
12. Criteria 1. Truth value
This means that something is either true or false
If we say that a claim has a truth value, we simply mean it is the type of claim that
is capable of being true, or it is the type of claim that is capable of being false
This claim has a truth value of truth
13. Truth value
This means that something is either true or false
If we say that a claim has a truth value, we simply mean it is the type of claim that
is capable of being true, or it is the type of claim that is capable of being false
This claim has a truth value of falsity
14. Claim: The dog lies on the floor
Does this claim have a truth value?
Yes! Either it is true that the dog lies on the floor or it is not
15. Criteria 2. A rational method for determining whether the claim is true or false
Can one create a logical way to determine whether the dog is lying on the floor?
Sure! We can compare dog postures to establish that this dog is lying (not standing or
sitting) and we can compare house surfaces to establish that this is a floor
16. Criteria 3. In the event of disagreement about the claim’s truth/falsity,
someone must be wrong
With objective claims, they cannot both be right
Either the dog is lying on the floor or it is not
The dog is lying
on the floor
No, it’s standing
18. Abu Dhabi is the
capital of the UAE
Dubai is the
capital of the UAE
19. Thus the claim “The dog lies on the floor” satisfies the three criteria for objectivity
1. It has a truth value
2. One can create a rational method for determining whether the claim is true or
false
3. In the event of disagreement about the claim’s truth/falsity, someone must be
wrong
20. Subjective claims are dependent on the personal feelings, preferences, tastes, or
values of a subject (ie, an individual)
The person might genuinely and totally consider their preference to be true
i.e. “New Zealand is the most fabulous country on earth”
but that does not create a factual truth except in the sense that the
person has been honest in the intention of the statement
i.e. it’s an honest belief
21. Subjective claims
1. They do not have objective truth values
2. One cannot create a rational method for determining whether claims are true
or false because no truth value (in the objective sense) exists in those claims
3. People can disagree without anyone being wrong
fail all three of the aforementioned criteria for truth
22. A subjective claim: The dog is adorable
But wait: I agree that this dog IS adorable (says Joel)
Agreeing with a statement does not create a truth value
It does not make a subjective claim objective, and does not make it true
23. There can be no rational method for determining whether claims are true or false
because there is no truth value in those claims
How might we create such a method?
Polling / Survey?
All we would learn is how many people agree with the statement
24. People can disagree without anyone being wrong
The dog is
adorable
No it’s not. I prefer
smaller dogs
28. The Jaguar XJ 2020 3.0L is a better car than either the Lotus Evora 2020 400 or
the Maserati Ghibli 2020 3.0T V6 S
The Jaguar is more beautiful than the Lotus or the Maserati
The Jaguar is faster than either the Lotus or the Maserati
The Jaguar is more fuel efficient than either the Lotus or the Maserati
The Jaguar is more reliable than either the Lotus or the Maserati
The Jaguar is more popular in the UAE than either the Lotus or the Maserati
30. Claim B: Saddam Hussein was the greatest Iraqi leader in recent centuries
31. People who believe in ghosts are crazy
A majority of New Zealanders believe in ghosts
Some people in the US carry concealed weapons
People who carry concealed weapons are troublemakers
Canada promotes the value of tolerance
Canada’s level of tolerance towards indigenous people is inadequate
Iran sponsors other fighting forces outsides its borders
Iran should not have supported the Syrian government of Bashar Al-Assad
32. On the other hand, … just because a claim is objective does not make it true
Vampires live in Rumania and kill many people
Bill Gates is the fastest runner in the world
Each statement satisfies the criteria for objectivity:
1. It has a truth value
2. There can be rational methods for determining whether the claim is true or false
3. If there is disagreement about the claim’s truth/falsity, someone must be wrong
33. Two overstated views about objectivity and subjectivity:
“Because everyone possesses feelings, preferences, tastes, and values, there’s
no point bothering to be objective”
“Objective truth does not exist or is limited to the very smallest claims”
34. Some scholars (esp. “interpretivists”) take a view like this
They argue that humans operate in such a complicated web of social, behavioral,
and cultural variables that:
quantitative analysis provides a better method for gaining meaning than
qualitative analysis
and allows the researcher to remain detached from any human subjects
35. “Empiricists” (sometimes call Positivists) like me favor a dependence upon what
we call facts that derive from observation and the scientific method
We don’t deny the negative potential influence of values and bias,
and don’t believe that total objectivity is possible,
but believe:
We can train ourselves to avoid using our personal feelings, preferences, tastes,
or values as criteria for how we understand, select, prioritize and use evidence
We can train ourselves to limit our claims to the criteria for objectivity
mentioned in this lecture
36. Christchurch has buses
— What might a rational method for determining whether the claim is true or
false?
Christchurch has red buses
37. Christchurch has red buses
Most buses in Christchurch are red
All buses in Christchurch are red
Almost all buses in Christchurch are red, as are many cars
Almost all buses in Christchurch are red, as are many cars and some motorcycles
Almost all buses in Christchurch are red, and most are made by the German
company MAN. Many cars in Christchurch are also red. They are manufactured
by different companies. Some motorcycles are also red, and are likewise made by
various companies. Honda makes both cars and motorcycles used in
Christchurch, as does Suzuki.
38. Knowledge has a commonsense nature
It would be unreasonable to assert that no-one can assert
anything because, after all, we cannot prove that the buses
we see as red are “objectively” red
i.e. we all just think they are red
“Communis opinio” = The acceptance that the reality
perceived by common understanding is be accepted unless
there is a reason to believe otherwise
We live our lives as though the perceived reality is the reality
39. Personal values
These provide an internal reference for what is just, fair, good, right, useful,
beneficial, desirable, beautiful, important, and constructive
Values (along with needs, habits and interests) largely create our self-perception
and behavior and influence our choices
40. Cultural or societal values
Individual cultures emphasize, promote and sometimes demand values which
all or most of their members broadly share
Both sets of values shape our “vantage points” or “viewpoints” or
“perspectives”
44. Bias
An inclination or prejudice for or against a person, group or thing, especially in a
way considered to be unfair
A pattern of deviation from the way your mind ordinarily forms judgments,
whereby inferences may be created unreasonably
Jennifer L. Eberhardt. 2020. Biased: Uncovering the Hidden Prejudice That Shapes What We See, Think, and Do.
London: Penguin.
45. Hindsight bias
The tendency to perceive events that have already taken place as having been
more predictable than they actually were before the events occurred
46. Outcome bias
The tendency to perceive actions as reasonable and smart (or not) based on
whether in fact they succeeded
47. Anchoring bias
The tendency to rely on the first piece of information encountered when
forming an argument or judging’s something’s worth
48. Confirmation bias
The tendency to search for, interpret, favor, and recall information in a way that
confirms one’s existing beliefs while giving disproportionately less attention to
information that contradicts it
Attribution bias
The tendency to assume that the actions of other people are the result of internal
factors such as personality flaws, and the corresponding tendency to assume that
assume that our own actions arise as responses to external circumstances
49. Halo effect
Seeing one aspect of a person, organization or entity so positively that we see all
or most other things about it positively and may even overlook negative aspects
(reverse = “Horn Effect”)
50. What it means for researchers?
We need to learn and practice how to:
1. Create and express objective claims
2. Avoid making subjective claims
3. Build our argument upon evidence, and
4. Constantly reflect on the influence of our potential values and biases and
prevent them from distorting our thinking and research
51. This distortion can occur:
While we select evidence or when we attribute weight or reliability to them
While we choose what to include and exclude as topics of analysis
When we choose how to develop and express our argument
52. All sources reflect the originator’s personal feelings, preferences, tastes, or values
One must therefore approach all sources with healthy skepticism. Ask the
following:
Is it authentic?
Who produced it?
What was his or her status or role?
What was influencing him or her at the time?
Why was it produced?
Who is its intended readers?
What personal or cultural values and biases might it reflect?
56. Concluding Thoughts:
We will create better research and be able to identify other people’s strong and
weak arguments if we:
Try constantly to be objective and not subjective
Reflect upon who we are and what we believe
Understand the key forms of bias and try avoid them
Remember than even the evidence we use is not value-free or bias-free