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The Growth of Logical Thinking from Childhood to Adolescence

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Arboreta

“On Holiday (Girl resting on the grass)” 1879 Kuznetsov Nikolai Dmitrievich

University of Michigan Matthaei Botanical Gardens

St. John’s University

University of Florida

Harvard University

Lunds universitet Scania

Swarthmore College Pennsylvania

Ruhr-Universität Bochum

Anglo-americká vysoká škola, z.ú. Czech Republic

Michigan State University

University of the Ozarks

Freie Universität Berlin

Kent State University

Uniwersytet Warszawski

Nanyang Technological University, Singapore

Bard College / New York

Michigan State University Healing Garden

Japanese Garden | Normandale Community College Minnesota

东北师范大学 | Northeast Normal University | Changchun, Jilin, China

University of Michigan | Matthaei Botanical Gardens

Shenandoah University | Winchester, Virginia

Princeton University Secret Garden | Photo by Sarah Ly

King’s College | London, United Kingdom

École Normale Supérieure | Paris, France

Arizona Cactus Garden | Stanford University

Duke University / North Carolina

Oxford University

University of Minnesota Landscape Arboretum

University of Helsinki Botanical Garden

University of Notre Dame / South Bend, Indiana

University of Tromsø the Arctic University of Norway

Florida Tech Botanical Garden

University of Nottingham

Smith University Botanical Garden

Aarhus University | Denmark

High Point University | North Carolina

Universiteit Stellenbosch | Western Cape, South Africa

Louisiana State University

Albert-Ludwigs-Universität Freiburg

Rutgers University

Great Court University of Queensland Australia

University of Oklahoma

Wageningen University | The Netherlands

More

Bucolia 200

Trees

Nursery Stock

The Guy Who Over-Pronounces Foreign Words

Standard Language

மொழி

Border Collie Optimization

Tulika Dutta

University Institute of Technology, Burdwan, India

Siddhartha Bhattacharyya

CHRIST (Deemed to be University), Bengaluru, India

Sandip Dey

Sukanta Mahavidyalaya, Jalpaiguri, India

Jan Platos

FEECS, VSB-Technical University of Ostrava, Ostrava, Czech Republic

Abstract: In recent times, several metaheuristic algorithms have been proposed for solving real world optimization problems. In this paper, a new metaheuristic algorithm, called the Border Collie Optimization is introduced. The algorithm is developed by mimicking the sheep herding styles of Border Collie dogs. The Border Collie’s unique herding style from the front as well as from the sides is adopted successfully in this paper. In this algorithm, the entire population is divided into two parts viz., dogs and sheep. This is done to equally focus on both exploration and exploitation of the search space. The Border Collie utilizes a predatory move called eyeing.

This technique of the dogs is utilized to prevent the algorithm from getting stuck into local optima. A sensitivity analysis of the proposed algorithm has been carried out using the Sobol’s sensitivity indices with the Sobol g-function for tuning of parameters. The proposed algorithm is applied on thirty-five benchmark functions. The proposed algorithm provides very competitive results, when compared with seven state-of-the-art algorithms like Ant Colony optimization, Differential algorithm, Genetic algorithm, Grey-wolf optimizer, Harris Hawk optimization, Particle Swarm optimization and Whale optimization algorithm. The performance of the proposed algorithm is analytically and visually tested by different methods to judge its supremacy. Finally, the statistical significance of the proposed algorithm is established by comparing it with other algorithms by employing Kruskal-Wallis test and Friedman test.

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Border Collies: Born to Herd

Standards Michigan Rewind: Animals 100

Wicked Problems Forum: Undue Donor Influence in Higher Education

Critical Reflections on Donor Influence and the Role of Critical Communication Pedagogies in the Classroom

The retreat of state funding at public institutions paired with the growing concerns surrounding vulture capitalism that has weaponized philanthropic gift-giving (i.e., distinguished chairs, scholarships and fellowships, academic research centers, faculty lines, campus maintenance) means educators must find ways to teach students about the importance of using their knowledge and skillsets to promote public interests and improve lives. The term vulture capitalism is used here as it relates to donor influence to critique the types of donors (individuals, foundations, and corporations) who use gift-giving to advance conservative, elitist agendas that serve privatized interests at the expense of public interests (Carey, 2019; Mintz, 2019). Vulture capitalism and donor (gift-giving), as a case study, provide instructors and students constructive opportunities to reflect on how hegemonic power operates in and impacts our daily lives. To do so, the article begins by reflecting on a few examples of harmful donor influence to demonstrate how discussions concerning vulture capitalism can stimulate important conversations surrounding power, hegemony, and institutional oppression. It is argued that critical communication pedagogy (CCP) assists instructors who wish to teach students how to discuss issues of power and hegemony in contemporary communication classrooms. CCP offers a pragmatic approach to addressing and examining how power operates through a consideration of language and discourse. This article highlights three major tenets of CCP to propose an in-class activity that stresses the importance of dialogic reflexivity in classroom conversations concerning hegemony, power, and communication.

Code of Federal Regulations: Title 34 Education

American Federation for Children

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Copeland “American Symphony No. 3”

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Société des Amis de la Constitution

An exploration of the resemblance of 17th Century France academia and the present 21st Century United States academia in upending hard won, and hard to keep civilization. The Jacobins are out there.

https://www.study.eu/university/universite-de-paris

The Jacobins were a radical political faction during the French Revolution, known for their role in advocating for and implementing significant social and political changes. They played a crucial role during the most intense phase of the Revolution, particularly between 1792 and 1794.

The Jacobins were originally a debating society founded in 1789 by a group of liberal and reform-minded individuals who wanted to discuss political and social issues. As the Revolution progressed, their influence grew, and they evolved into a more cohesive political group with a particular focus on advancing republican ideals and social equality.

Key characteristics of the Jacobins during the French Revolution included:

Radicalism: The Jacobins were known for their radical stance on political and social issues. They supported the idea of a republic rather than a monarchy and advocated for the abolition of the monarchy and the establishment of a democratic government.
Popular Support: The Jacobins had significant support from the working class and urban poor, who saw them as champions of their interests and aspirations for equality and social justice.
Commitment to Equality: The Jacobins believed in social equality and aimed to dismantle the privileges enjoyed by the aristocracy and the clergy. They pushed for measures that would redistribute land and wealth more equitably among the population.
Robespierre’s Leadership: Maximilien Robespierre, a prominent Jacobin leader, became one of the most influential figures of the Revolution. He was a staunch advocate of virtue, equality, and the use of revolutionary measures to achieve these ideals.
Reign of Terror: The Jacobins’ most controversial phase was the Reign of Terror (1793-1794), during which they held significant power and implemented severe measures to suppress counter-revolutionary activities. This period was marked by mass executions, including that of King Louis XVI and many perceived enemies of the Revolution.
Centralization of Power: The Jacobins’ pursuit of their ideals sometimes led to the centralization of power in the hands of the Committee of Public Safety, which effectively concentrated authority under their control.
Decline and Fall: The extreme measures of the Reign of Terror eventually led to public disillusionment and opposition. Robespierre’s increasing authoritarianism and perceived disregard for individual rights contributed to his downfall. In 1794, he and several other prominent Jacobin leaders were arrested and executed, marking the end of the Jacobin era.

The legacy of the Jacobins is complex and debated. They were instrumental in pushing forward radical reforms and republican ideals, but their methods, especially during the Reign of Terror, have also been criticized for their brutality and disregard for human rights. The Jacobins’ role in the French Revolution remains a topic of historical analysis and interpretation.

The Jacobin debating society in French was called “Société des Amis de la Constitution” or “Society of the Friends of the Constitution.” This society was initially formed in 1789 as a political club focused on discussing and advocating for constitutional reforms in France. Over time, it evolved into a more radical and influential political faction during the French Revolution, known simply as the “Jacobins.”

The University of Paris, particularly the Faculty of Arts, had a notable affiliation with the Jacobins during the French Revolution. The Faculty of Arts, also known as the Collège de France, was a center of education and intellectual activity in Paris. Many influential Jacobin leaders and supporters were educated at the University of Paris and were influenced by Enlightenment ideas that circulated within its academic circles.

Robespierre, one of the most prominent Jacobin leaders, studied law at the University of Paris. His education and exposure to revolutionary ideas played a role in shaping his political beliefs and his eventual leadership within the Jacobin movement.

It’s important to note that while the University of Paris had connections with the Jacobins, the movement itself was not limited to any single institution. The Jacobins had a broader presence throughout France and drew support from various social and educational backgrounds.

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the Jacobins were responsible for the mass killings that occurred during the Reign of Terror, which involved the extensive use of the guillotine as a method of execution. The Reign of Terror, a period from 1793 to 1794, was marked by extreme political repression and violence carried out by the Committee of Public Safety, a powerful body dominated by Jacobin leaders.

During the Reign of Terror, the Committee of Public Safety, under the leadership of figures like Maximilien Robespierre, implemented measures to suppress perceived enemies of the French Revolution and to root out counter-revolutionary activities. This led to the establishment of revolutionary tribunals that conducted trials and issued death sentences, often with little regard for due process.

The guillotine became the primary method of execution during this time because it was seen as a more egalitarian and efficient way of carrying out executions compared to previous methods. The guillotine was used to execute not only members of the aristocracy and perceived enemies of the Revolution but also a significant number of common citizens who were accused of being counter-revolutionaries or threats to the state.

The widespread and systematic use of the guillotine during the Reign of Terror resulted in a staggering number of executions across France. While the Reign of Terror was carried out under the banner of the Committee of Public Safety, the Committee was heavily influenced and led by Jacobins, making them directly responsible for the policies and actions that led to the mass killings during that period.