![]() Who Created the Fake Donald Trump Time Cover Hanging Up at His Golf Courses? Gaslighting victims around the world blinked on Tuesday when The Washington Post revealed that a fake Time magazine cover with the president’s face is hanging up at Trump golf courses around the world. Donald Trump’s administration would not explain this glaring example of fake news. The facts lead to even weirder questions. The Time cover in question, featuring Donald Trump, is dated March 1, 2. The Post reports that a framed version of this image “had been hung in at least four of Trump’s 1. The problem, however, is that it’s not real. Time didn’t even publish a magazine on March 1, 2. And the issue with the nearest publication date, from March 2, 2. Kate Winslet. Look: While the Trump cover has some design inconsistencies (like a thinner red border and an absent inner white line), it also features several of the same headlines as the Winslet cover. However, they’re arranged in a way that’s not consistent with Time’s cover design. As developer Jordan Merrick pointed out on Twitter, the barcode on the fake cover is assigned to a piece of karaoke DJ software that was on the market in 2. And while there are other bits of evidence that prove the Trump Time cover is a fake, it’s difficult to figure out who made it, why they made it, and how Trump’s staff decided to hang the falsehood inside the billionaire’s golf clubs. I’ve done my best to do some quick internet sleuthing, and the results suggest that this is all some weird internet satire project gone awry. Presentation Prezentado This dictionary is issued from the data of the multilingual dictionary Ergane. It contains more than 15000 words. If you wish to have a rapid. A Google Image search of the fake Trump cover brings up a couple other fake Time covers with similar designs. One points to an image on Deviant Art depicting Bruce Wayne (the Ben Affleck edition) on a fake cover of Time in some weird posture opposing the presidential run of Lex Luthor. The other points to a fake cover of Time showing Kane, a character from the video game Command & Conquer, as Person of the Year. The same image shows up in a forum discussing Hillary Clinton’s picking Tim Kaine as her vice president from July 2. While both of the parodies appear to have been created well after March 1, 2. Meanwhile, the line on the Trump cover, “The . Not that it necessarily matters, but it is a clue. So who did it? Who created this fake Donald Trump Time magazine cover and managed to put it in several Trump golf clubs? We need to know. If you have any clues, let me know in the comments or email me. In the meantime, do read The Washington Post’s excellent investigation into this matter. It’s a story you’d only believe if you were alive in the United States in 2. Update 8: 2. 9PM : According to the Washington Post, a spokesperson for Time has asked the Trump Organization to remove all of the fake covers from the walls of Trump properties. Gmail is email that's intuitive, efficient, and useful. 15 GB of storage, less spam, and mobile access. We would like to show you a description here but the site won’t allow us. Watch breaking news videos, viral videos and original video clips on CNN.com. Gaslighting victims around the world blinked on Tuesday when The Washington Post revealed that a fake Time magazine cover with the president’s face is hanging up at. Port Manteaux churns out silly new words when you feed it an idea or two. Enter a word (or two) above and you'll get back a bunch of portmanteaux created by jamming.
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There are so few things to enjoy in this life. We can imbibe in booze but only occasionally. In many states, we can’t (legally) indulge in The Devil’s Lettuce or. Brad Calder, Ju Wang, Aaron Ogus, Niranjan Nilakantan, Arild Skjolsvold, Sam McKelvie, Yikang Xu, Shashwat Srivastav, Jiesheng Wu, Huseyin Simitci, Jaidev. The more data, the better, right? When it comes to genetics, it turns out that might not be the case. As both genetic sequencing has gotten cheaper and computerized. INVENSITY assists its clients with technological challenges through providing a wide range of competences. We always keep up-to-date through a continuous exchange of. Flashcards unexpectedly found their way into the public discourse last week when Counselor to the President Kellyanne Conway appeared on Fox News to defend Donald. Its playful bubbles are a reminder of how carefree life could be if we all stopped yelling at each other online or tweeting tentacle porn. Recently, however, The Sun decided to deliver its piping hot take about seltzer which is—we kid you not—“Sparkling water is really, really not good for you.”Everybody’s got A Take these days. Inside each and every one of us is a piping hot Take, waiting to burst out of our innards like a baby xenomorph. Still, sometimes the Take is Bad, and the feeler of the Take should feel Bad, too—especially when it’s a horribly reported story about something as beloved as seltzer. So, we’re going to help you figure out for yourself when you’ve got a bad take. Also, we’re going to use “seltzer,” “sparkling water” and “club soda” interchangeably, sorry. Let’s just start with the headline. If you ever see a definitive statement in a science story’s headline (or anywhere in the story for that matter) instead of “might” or “could,” you should immediately be a little skeptical. There are few definites in science. It’s an incremental process that involves experiments—you compare some experimental change with the way things normally go, the control. The results might contain bias based on the design of the experiment and who performed it. Only after repeated, independent experimental results can you say that something is true. And even then, further research might add more complexity or nuance, or even disprove it. The first few paragraphs are just a grabby lead and summary paragraph. But then, the story cites a source: “Adam Thorne, a dentist in London’s Harley Street.” “Most people have no idea that fizzy water is extremely acidic, it’s p. H3 on the acidity scale. The bubbles erode your tooth enamel—and over time this causes painful, yellow cracked teeth,” Thorne told the Daily Mail. But you should immediately note that it doesn’t say his qualifications for stating that soda water erodes tooth enamel. Sure, he’s a dentist. But has he actually studied the effect of seltzer on teeth? Luckily for you, there’s the Pub. Med, the National Institutes of Health’s database of science studies. Pop into the advanced search and see if there’s an entry with “Thorne A” in the author field and “enamel” or “tooth” in all fields. Nothing shows up, so you might be skeptical as to just how much Thorne knows about the effects of acid on your teeth. On top of that, the story doesn’t link to any scientific research. That’s another immediate red flag, since a testimony is rarely as solid as actual reported data. So, do another Pubmed search and you’ll find a number of studies on soft drinks, but few on carbonated water itself. You might poke around to other news sites and see what they say. We found this Atlantic story, and if you don’t like the Atlantic, you can at least just skip to the scientific study. One study shows soda water can be potentially bad for your enamel. But even this is just a lab study, meaning it’s not representative of what really happens in the human body—you aren’t soaking your teeth in seltzer. But, Adam is pretty sure that seltzer has a p. H of 3, so we’re good, right? It’s extremely acidic, and that’s a bad thing? The Sun’s intrepid reporter clearly didn’t think to explain anything about p. H or what it means. But just because added flavors and carbonation make the drink slightly more acidic than boring water doesn’t mean seltzer is turning your entire body into an acid soup. This is just a classic scare tactic used in bad reporting—none of the studies say anything about seltzer “rotting your teeth.” Sure, bacteria might cause tooth decay, but none of these studies (nor the new story) mention tooth bacteria. Also, the assertion that seltzer has a p. H of 3 is dubious. Perrier, for example, has a p. H of 5. 5, and San Pellegrino has a p. H of 5. 3. A toddler with access to Google could regurgitate this information. The Sun completely owns itself so hard in the next part it reads like a Kurt Eichenwald tweet. The writer includes a quote from Edmond R. Hewlett, a spokesperson for the American Dental Association, who says that “it is the flavoring and not the carbonation that lowers the p. H (increases the acidity) to a level that can potentially erode tooth enamel with frequent consumption.” So, not the carbonation that causes the potential problem. Check. In the second half of the story, you’ll notice the writer still doesn’t link to scientific research, but to more news stories, and that they make the assertion that carbonated water will “make you fatter.” Terms like “fatter” should raise a red flag—generally, this kind of language indicates an oversimplification of what the team really did, used to scare readers. In this case, a few Google searches took us to the paper that the fat claim is based on, linked here. You’ll notice that in this study, carbonated water only made rats gain weight, not humans, and plenty of things don’t work when repeated in humans. On top of that, the story talks about a “hunger hormone” called ghrelin and references a study that tests seltzer’s effects on ghrelin levels in humans. But it only has 2. When reading a suspicious science story, try to see whether word choice is consistent throughout the story, and whether the statements made actually support the claim. In this case, you’ll notice in the last sentence that the author starts referring to a “zero calorie diet drink,” rather than seltzer. The evidence that the news story presents only deals with diet drinks, not the claim in the headline, which refers only to sparkling water. Hating on seltzer is a spicy take for sure, but this take is also a bad one. Live fast, die young, and drink your bubble water with abandon. Summary: Graders typically work in private with no opportunity to ask even the simplest questions about a student’s submitted work. Interactive Grading is a technique that requires the student to participate in the grading of their work. The aim of this post is to share my experiences with interactive grading, with some tips for others who want to try it. I start with an overview and then provide three detailed examples, with suggestions for the conduct of the session. Let me stress one point: care must be exercised to keep the student comfortable and engaged, and not let the session degenerate into another lecture. In terms of results, most students told me that interactive grading was a good use of their time and that it helped them improve their performance. Several asked me to add more of it to my courses. A few viewed at as more indoctrination. In terms of impact on student grades, they showed marginal improvement. Interactive grading is not a new idea. I think most instructors have done this for some students at some times. Certainly, I have. So when professor Keith Gallagher described it to me as an important part of his teaching, I didn’t initially understand its significance. I decided to try it myself after several of Keith’s students talked favorably about their classes with him. It wasn’t until I tried it that I realized what I had been missing. That start came 1. Since then, I’ve used interactive grading in the online (professional- development) BBST classes, hybrid (online + face- to- face) university software testing classes, and a face- to- face university software metrics course. I’ve used it for exams, essays, and assignments (take- home complex tasks). Overall, it’s been a positive change. These notes describe my personal experiences and reflections as an instructor. I emphasize this by writing in the very- obvious first person. Your experiences might be different. What is Interactive Grading? When I teach, I assign tasks and students submit their work to me for grading. Usually I review student work in private and give them feedback after I have completed my review. When I do interactive grading. I meet with the student before I review the work. I read the work for the first time while I meet with the student. I ask the student questions, often open- ended questions that help me understand what the student was trying to say or achieve. Students often demonstrate that they understood the material better than their submitted work suggests. If they misunderstood part of the task, we can get to the bottom of the misunderstanding and they can try to demonstrate, during this meeting, their ability to do the task that was actually assigned. I often coach the student, offering suggestions to improve the student’s strategy or demonstrating how to do parts of the task. I typically show the student a grading rubric early in the meeting and assign the grade at the end of the meeting. When I explicitly build interactive grading into my class: It becomes part of the normal process, rather than an exception for a student who needs special attention. This changes the nature and tone of the discussions. Every student knows well in advance what work will be interactively graded and that every student’s work will be handled the same way. This changes how they prepare for the meetings and how they interpret the meetings. I can plan later parts of the course around the fact that the students have already had this experience. This changes my course design. Costs and Benefits of Interactive Grading. Here is a summary of my conclusions. I’ll support this summary later in this report, with more detailed descriptions of what we did and what happened. Costs. Interactive grading feels like it takes more time: It takes time to prepare a grading structure that the students can understand (and therefore that I can use effectively when we have the meeting)Scheduling can take a lot of time. The meetings sometimes run long. It feels as though it takes longer to have the meeting than it would take to grade the work normally. When I’ve checked my grading times for exams and assignments that I do in the traditional way, I think I actually spend the same amount of time (or more). I also do the same level of preparation. The contrast might be greater for a less formal grader.)As far as I can tell, the actual difference for me is not time, it is that interactive grading meetings are more stressful for me than grading in a quiet, comfortable home office. That makes it feel longer. Benefits for the Students. During interactive grading, I can ask questions like,What were you thinking? What do you think this word in the question means? If I gave you a different explanation of what this word means, how would that affect your answer to the question? Give me an example of what you are describing? Can you give me a real- life example of what you are describing? For example, suppose we were working with Open. Office. How would this come up in that project? Can you explain this with a diagram? Show me on my whiteboard. How would you answer this if I changed the question’s wording this way? How would someone actually do that? Why would anyone want to do that task that way? Isn’t there a simpler way to do the same thing? I will raise the grade for a student who does a good job with these questions. I might say to the student,“If I was only grading the written answer, you would get a . But with your explanation, I am giving you a . We need to talk about how you can present what you know better, so that you can get a . For example, you won’t get a good answer from a knowledgeable student who writes poorly or in a disorganized way or who misunderstands the question. These focusing questions: give the student who knows the material a chance to give a much better explanation or a much better defense of their answer. Let’s consider competence problems. Students might lack the knowledge or the skills they are supposed to be learning for several reasons: Some students simply don’t take the time or make the effort to do good work. Interactive grading probably won’t do much for them, beyond helping some of them understand the standards better. Some students memorize words that they don’t really understand. The interactive grading discussion helps (some of) them understand a bit better the differences between memorized words and understanding something well enough to explain it in their own words and to explain how to do it or use it or why it’s important. It gives them a path to a different type of answer when they ask themselves while studying, “Do I know this well enough?”Some students lack basic student- skills (how to study, how to look things up online, how to use the library, etc.) I can demonstrate these activities during the discussion, having the student do them with me. Students don’t become experts overnight with these, but as I’ll discuss below, I think this sometimes leads to noticeable improvements. Some of the tasks that I assign to students can be done in a professional way. I choose tasks that I can demonstrate at a professional level of skill. In the give- and- take of interactive grading, I can say, “Let me show you how a professional would do that.” There is a risk of hijacking the discussion, turning it into yet- another- lecture. But judiciously used, this is a very personalized type of coaching of complex skills. Now consider performance problems. The student understands the material but provides an exam answer or submits an assigned paper that doesn’t adequately reflect what they know, at their level of sophistication. A student with an “A” level of knowledge might look like a “C” student. A student with a “C” level of knowledge might look like a “D” or “F” student. These students are often puzzled by their poor grades. The interactive grading format makes it possible for me to show a student example after example after example of things they are doing (incomprehensible sentences, uninterpretable diagrams, confusing structure, confusing formatting, etc.) and how these make it hard on the reader. Here are two examples: Some of my students speak English as a second language. Some speak/write it well; some are trying hard to communicate well but make grammar/spelling errors that don’t interfere with my ability to understand their writing. Some write sentences that I cannot understand. They expect me to guess their meaning and they expect me to bias my guessing in their favor. During interactive grading, I can read a sentence, realize that I can’t understand it, and then ask the student what it means. In some cases, the student had no idea (they were, as far as I can tell, bluffing, hoping I would give them points for nothing). In other cases, the student intended a meaning but they realized during the discussion that they were not conveying that meaning. For some students, this is a surprise. They didn’t realize that they were failing to communicate. Some have said to me that they had previously thought they were being downgraded for minor errors in their writing (spelling, grammar) rather than for writing something that the instructor could not understand. For some students, I think this changes their motivation to improve their writing. Some students write disorganized answers, or answers that are organized in a fundamentally different way from the structure explicitly requested by the question. Some students do this strategically (with the goal of disguising their ignorance). Others are simply communicating poorly. In my experience, retraining these students is very hard, but this gives me another opportunity to highlight the problems in the work, to demonstrate how the problems affect how I analyze and evaluate their work, and how they could do it differently. The student “gets it” and so they get a high grade. When I recognize quickly that the student has met my objectives for a specific exam question, I stop analyzing it, award a very high grade, and move to the next question. In fact, based on the levels of vinyl cyanide present in Titan’s atmosphere, its seas could—in theory, we’re not saying there are aliens—be bubbling with tiny. Author record from the Project Gutenberg. 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Abandoned (English) (as Translator)Adrift in a Boat (English) (as Author)Adventures in Africa. By an African Trader (English) (as Author)Adventures in Australia (English) (as Author)Adventures in the Far West (English) (as Author)Afar in the Forest (English) (as Author)The African Trader; Or, The Adventures of Harry Bayford (English) (as Author)Alone on an Island (English) (as Author)Among the Red- skins; Or, Over the Rocky Mountains (English) (as Author)Antony Waymouth; Or, The Gentlemen Adventurers (English) (as Author)Archibald Hughson: An Arctic Story (English) (as Author)Arctic Adventures (English) (as Author)Ben Burton: Born and Bred at Sea (English) (as Author)Ben Hadden; or, Do Right Whatever Comes Of It (English) (as Author)The Boy who sailed with Blake (English) (as Author)Captain Cook: His Life, Voyages, and Discoveries (English) (as Author)Captain Mugford: Our Salt and Fresh Water Tutors (English) (as Author)Charley Laurel: A Story of Adventure by Sea and Land (English) (as Author)The Circassian Chief: A Romance of Russia (English) (as Author)Clara Maynard; Or, The True and the False: A Tale of the Times (English) (as Author)Count Ulrich of Lindburg: A Tale of the Reformation in Germany (English) (as Author)The Cruise of the . January, 1. 87. 3 (English) (as Editor)Lippincott's Magazine of Popular Literature and Science, Volume 1. No. 8. 6, February, 1. English) (as Editor)Lippincott's Magazine of Popular Literature and Science, Volume 1. No. 8. 7, March, 1. English) (as Editor)Lippincott's Magazine of Popular Literature and Science, Volume 1. No. 9. 0, June, 1. English) (as Editor)Lippincott's Magazine of Popular Literature and Science, Volume 1. No. 0. 97, January, 1. English) (as Editor)Kirschner, Aloisia. See: Schubin, Ossip, 1. Soldiering in North Carolina. Being the experiences of a 'typo' in the pines, swamps, fields, sandy roads, towns, cities, and among the fleas, wood- ticks, 'gray- backs,' mosquitoes, blue- tail flies, moccasin snakes, lizards, scorpions, rebels, and other reptiles, pests, and vermin of the 'Old North State.' Embracing an account of the three- years and nine- months Massachusetts regiments in the department, the freedmen, etc., etc., etc. Beecher to Bushnell (English) (as Editor)The World's Great Sermons, Volume 0. Guthrie to Mozley (English) (as Editor)The World's Great Sermons, Volume 0. H. Beecher to Punshon (English) (as Editor)The World's Great Sermons, Volume 0. Hale to Farrar (English) (as Editor)The World's Great Sermons, Volume 0. Talmage to Knox Little (English) (as Editor)The World's Great Sermons, Volume 0. Cuyler to Van Dyke (English) (as Editor)The World's Great Sermons, Volume 1. Drummond to Jowett, and General Index (English) (as Editor)Kleve, Stella. See: Malling, Mathilda, 1. Between the Larch- woods and the Weir (English) (as Author)The Flower- Patch Among the Hills (English) (as Author)The Girl's Own Paper, Vol. October 1. 6, 1. 88. English) (as Editor)The Girl's Own Paper, Vol. November 1. 3, 1. English) (as Editor)The Girl's Own Paper, Vol. January 2. 1, 1. 89. English) (as Editor)The Little Girl's Sewing Book (English) (as Editor)The Lure of the Pen: A Book for Would- Be Authors (English) (as Author)Needlework Economies: A Book of Mending and Making with Oddments and Scraps (English) (as Editor)Knapp, Leonard. See: Del Rey, Lester, 1. Knatchbull- Hugessen, Edward Hugessen, Baron Brabourne. See: Brabourne, Edward Hugessen Knatchbull- Hugessen, Baron, 1. Knish, Anne. See: Ficke, Arthur Davison, 1. Knowlton, Dora Ranous. See: Ranous, Dora Knowlton, 1. Knox, Adeline Trafton. See: Trafton, Adeline, 1. Andr. 1 (English) (as Author)Fr. English) (as Author)International Short Stories: French (English) (as Contributor)Jean (French) (as Author)Madeleine (French) (as Author)The Milkmaid of Montfermeil (Novels of Paul de Kock Volume XX) (English) (as Author)Monsieur Cherami (English) (as Author)My Neighbor Raymond (Novels of Paul de Kock Volume XI) (English) (as Author)Paul and His Dog, v. Novels of Paul de Kock Volume XIII) (English) (as Author)Paul and His Dog, v. Novels of Paul de Kock Volume XIV) (English) (as Author)Sans- Cravate; or, The Messengers; Little Streams (English) (as Author)Sister Anne (Novels of Paul de Kock, Volume X) (English) (as Author)The White House (Novels of Paul de Kock Volume XII) (English) (as Author)Kohen, Herman. See: Cohen, Hermann, 1. Koizumi, Yakumo. See: Hearn, Lafcadio, 1. Kolb- Danvin, Catherine. See: Radziwill, Catherine, Princess, 1. Serial No. 4. 7 (English) (as Author)Mozart: The Man and the Artist, as Revealed in His Own Words (English) (as Translator)A Second Book of Operas (English) (as Author)Kretschmann, Lily von. See: Braun, Lily, 1. Moore (Catherine Lucile Moore)See: Moore, C. |