At its Developer Forum held last fall, Intel unveiled its ultra-small Quark SoC, one designed for the "Internet-of-things". In effect, if there can be a use for a small Internet-capable chip inside of a product, Intel wanted to make sure it delivered what was needed. Of course, the chip being...
Donald Trump's win in South Carolina lays bare his campaign's reliance on stoking racial tensions.
The way the day starts tends to set the tone for the rest of the day, so why not start the day off right by creating a meaningful, healthy morning routine?
Although articles in this volume fall into three thematic clusters, each of those groups exemplifies three general themes: micro-social processes; innovations and the question of continuity versus discontinuity; and the relationship between ideas and practice. Most of these essays touch upon, and some of them are exclusively concerned with, small scale social processes: e.g. the routines of the all-female early-modern childbirth ritual, the different ways that male practitioners were summoned to such occasions, the functioning of voluntary hospitals, the protocols underlying patient records. Such social practices are well worth studying as both the sites and drivers of larger-scale historical change. Whenever there comes into being something new - whether an institution (a hospital), a social practice (the summoning of men as midwives) or a concept (a new approach to disease) - the question arises as to its relationship with what went before. This concept resonates throughout these essays, but is most to the fore in the chapters on early Hanoverian London (which asks explanatory questions) and on Porter versus Foucault (who represent the extremes of continuity and discontinuity respectively). A couple of generations ago, the 'history of ideas' was pursued largely without reference to practice; in recent times, the danger has appeared of the very reverse taking place. This book ranges across a broad spectrum in this respect, the emphasis being sometimes upon practice (Eleanor Willughby's work as a midwife) and sometimes upon ideas (concepts of pleurisy across the centuries); but in every case there is at least the potential for relating the two to one another. None of these themes is specific to medical history; on the contrary, they are the bread-and-butter of historical reconstruction in general.
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Each day in our classroom as a part of our "Brain Smart Start" we share greetings. Greetings offer a great opportunity for students to connect with one another and for teachers to connect with students in a fun and playful situation. One of my students is the greeter each week and giving greetings is a part of our circle time routine in preschool. Since it is now fall I recently added a few new greetings that I made up. These have been a real hit! The Bushy Tail: Two children simply turn around back to back and "shake their bushy tails" like a squirrel. This is definately a class favorite and is sure to produce lots of fun and giggles! The Rake: The greeter comes around to the back of their friend and gives them a gentle back scratch. They love this one as well! The Pumpkin Bump: The two children stand side by side and gently bump hips with one another. As an extension they could put their arms around one another for an added bit of connection. The Spider: This is simply when the greeter "crawls" their fingers up the arm of the recipiant in a ticklish manner like a spider would do.
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Who says a colorful garden is only for springtime?
