Pope Felix IV served as the Pope of the Catholic Church from 12 July 526 to his death in 530. He was the chosen candidate of Ostrogoth King Theodoric, he came from the son of one Castorius. He was elected after a gap of nearly two months after the death of John I, who had died in prison in Ravenna, having completed a diplomatic mission to Constantinople on behalf of the Ostrogoth King Theodoric the Great; the papal electors chose Cardinal Felix as Pope. Felix's favor in the eyes of the king allowed him to press for greater benefits for the Church. Felix built the Santi Cosma e Damiano in the Imperial forums on land donated by the Ostrogoth regent Amalasuntha, consecrated no fewer than thirty-nine Bishops, during his short Pontificate of four years. During his reign, an Imperial edict was passed granting that cases against clergy should be dealt with by the Pope or a designated ecclesiastical court. Violation of this ruling would result in a fine. Felix defined church teaching on grace and free will in response to a request of Faustus of Riez, in Gaul, on opposing Semi-Pelagianism.
Felix attempted to designate his own successor: Pope Boniface II. The reaction of the Senate was to forbid the discussion of a pope's successor during his lifetime or to accept such a nomination; the majority of the clergy reacted to Felix's activity by nominating Dioscorus as Pope. Only a minority supported Boniface, his feast day is celebrated on 30 January. When regnal numbering of the Popes began to be used, Antipope Felix II was counted as one of the Popes of that name; the second true Pope Felix is thus known by the number III, the true third Pope Felix was given the number IV. This custom affected the name taken by Antipope Felix V, who would have been the fourth Pope Felix. List of Catholic saints List of popes Opera Omnia by Migne Patrologia Latina with analytical indexes Fontes Latinae de papis usque ad annum 530 Liber pontificalis "FELICE". Retrieved 7 February 2019
The 1978 2. Divisjon was a Norwegian second-tier football league season; the league was contested by 30 teams, divided into a total of three groups. The winners of group A and B were promoted to the 1979 1. Divisjon; the second placed teams in group A and B met the winner of group C in a qualification round where the winner was promoted to 1. Divisjon; the bottom team in group A and B and the seven lowest ranked teams in group C were relegated to the 3. Divisjon; the second last teams in group A and B met in a two-legged qualification round to avoid relegation. Mjøndalen won group A with 29 points. Rosenborg won group B with 27 points. Both teams promoted to the 1979 1. Divisjon. Tromsø won group C and qualified for and the promotion play-offs but was not promoted. Tromsø – HamKam 0–3 Fredrikstad – Tromsø 1–0 HamKam – Fredrikstad 1–1 Os – Strømmen 2–1 Strømmen – Os 0–1Os won 3–1 on aggregate. Strømmen was relegated to 3. Divisjon
USS Primrose, a screw steamer tugboat, armed with a heavy rifled gun and a howitzer capable of dropping a 24 pound ball, was acquired by the Union Navy during the American Civil War. The tug Primrose, a wooden screw steamer, purchased as Nellie B. Vaughn 14 January 1863, at Washington, D. C. was renamed Primrose. Assigned to the Potomac Flotilla for duty in the Potomac River and adjacent waters, Primrose participated in operations in the Nansemond River in April and in the Curritoman in May. On 2 June, with USS Anacostia, she took the sloop Flying Cloud at Tapp's Creek, Virginia on the 20th captured the sloop Richard Vaux off Blakistone Island in the Potomac River. Laid up for repairs in February 1864, Primose returned to active duty in April, remaining with the Potomac River forces until 1866. Assigned to the Washington Navy Yard, she remained active until 1871, when she was placed in ordinary, she was sold at Washington to J. W. Denty, 17 March 1871. Union Blockade United States Navy List of United States Navy ships This article incorporates text from the public domain Dictionary of American Naval Fighting Ships.
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Learning is the process of acquiring new, or modifying existing, behaviors, values, or preferences. The ability to learn is possessed by humans and some machines; some learning is immediate, induced by a single event, but much skill and knowledge accumulates from repeated experiences. The changes induced by learning last a lifetime, it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved. Humans learn before birth and continue until death as a consequence of ongoing interactions between people and their environment; the nature and processes involved in learning are studied in many fields, including educational psychology, experimental psychology, pedagogy. Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in intelligent animals. Learning may occur consciously or without conscious awareness.
Learning that an aversive event can't be avoided nor escaped may result in a condition called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur early on in development. Play has been approached by several theorists as the first form of learning. Children experiment with the world, learn the rules, learn to interact through play. Lev Vygotsky agrees that play is pivotal for children's development, since they make meaning of their environment through playing educational games. Non-associative learning refers to "a permanent change in the strength of response to a single stimulus due to repeated exposure to that stimulus. Changes due to such factors as sensory adaptation, fatigue, or injury do not qualify as non-associative learning."Non-associative learning can be divided into habituation and sensitization.
Habituation is an example of non-associative learning in which one or more components of an innate response to a stimulus diminishes when the stimulus is repeated. Thus, habituation must be distinguished from extinction, an associative process. In operant extinction, for example, a response declines because it is no longer followed by a reward. An example of habituation can be seen in small song birds—if a stuffed owl is put into the cage, the birds react to it as though it were a real predator. Soon the birds react less. If another stuffed owl is introduced, the birds react to it again as though it were a predator, demonstrating that it is only a specific stimulus, habituated to; the habituation process is faster for stimuli that occur at a high rather than for stimuli that occur at a low rate as well as for the weak and strong stimuli, respectively. Habituation has been shown in every species of animal, as well as the sensitive plant Mimosa pudica and the large protozoan Stentor coeruleus; this concept acts in direct opposition to sensitization.
Sensitization is an example of non-associative learning in which the progressive amplification of a response follows repeated administrations of a stimulus. This is based on the notion that a defensive reflex to a stimulus such as withdrawal or escape becomes stronger after the exposure to a different harmful or threatening stimulus. An everyday example of this mechanism is the repeated tonic stimulation of peripheral nerves that occurs if a person rubs their arm continuously. After a while, this stimulation creates a warm sensation that turns painful; the pain results from the progressively amplified synaptic response of the peripheral nerves warning that the stimulation is harmful. Sensitisation is thought to underlie both adaptive as well as maladaptive learning processes in the organism. Active learning occurs. Since understanding information is the key aspect of learning, it is important for learners to recognize what they understand and what they do not. By doing so, they can monitor their own mastery of subjects.
Active learning encourages learners to have an internal dialogue in which they verbalize understandings. This and other meta-cognitive strategies can be taught to a child over time. Studies within metacognition have proven the value in active learning, claiming that the learning is at a stronger level as a result. In addition, learners have more incentive to learn when they have control over not only how they learn but what they learn. Active learning is a key characteristic of student-centered learning. Conversely, passive learning and direct instruction are characteristics of teacher-centered learning. Associative learning is the process by which a person or animal learns an association between two stimuli or events. In classical conditioning a neutral stimulus is paired with a reflex eliciting stimulus until the neutral stimulus elicits a response on its own. In operant conditioning, a behavior, reinforced or punished in the presence of a stimulus becomes more or less to occur in the presence of that stimulus.
In operant conditioning, a reinforcement or instead a punishment given after a given behavior, change the frequency and/or form of that behavior. Stimulus present whe
Sylwester Braun was a Polish photographer, Home Army officer. He was known as author of photography evidencing the Nazi Occupation of Warsaw Uprising. Braun was born January 1909 in Warsaw. During Warsaw Uprising he made 3000 photographs of battles, portraits of people and everyday life in fighting city, he was operating in Śródmieście district. After the capitulation of Warsaw, he escaped from the city. In January 1945 he came back to take his negatives. After that he fled to Sweden, in 1964 he immigrated to the United States. In 1981 he delivered archives of his photografies to Historical Museum of Warsaw. Sylwester Braun died in Warsaw. Bureau of Information and Propaganda of Armia Krajowa Gallery of his photographs Stories Behind the Photographs
The Charles XII Bible was a Bible translation into Swedish, instigated by King Charles XI in 1686 to produce an updated and modernised version of the old translation from 1541, known as the Gustav Vasa Bible. Charles XI died before the work was finished, the new Bible translation was named for his son, King Charles XII; the translation was completed in 1703. In 1618, during the reign of Gustav II Adolf, a revised version of the Gustav Vasa Bible was published, the Charles XII Bible was a modernised version of this Bible, including corrections and revised spellings, it remained the official Swedish Bible translation and it was used in readings and sermons in the Church of Sweden until 1917 when it was replaced by the 1917 års kyrkobibel. Åberg, Alf. 1958. Karl XI. Wahlström & Widstrand Bengtsson B. 1953. Tillkomsten av Carl XII:s Biblia. Stockholm: Lagerströms förlag. "Charles XII Bible." Encyclopædia Britannica. Rystad, Göran. 2001 Karl XI / En biografi. Falun: AiT Falun AB. ISBN 91-89442-27-X "Bibeln - Wikisource".
Sv.wikisource.org. 1703. Retrieved 2020-02-11. "Biblia, Thet är All Heliga Skrift På Swensko. ". Litteraturbanken | Svenska klassiker som e-bok och epub. 1703. Retrieved 2020-02-21. "Svenska Karl XII:s Bibel". Www.stepbible.org. Retrieved 2020-02-11