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Names are important. The entire shuttle fleet was named after famous ships of exploration and their names alone carry meaningful definitions. If NASA was building a new fleet of reusable space vehicles, what would you name it? What significance does that name hold? This video was a part a full episode of STEM in 30 titled ""8 minute ride: The Space Shuttle at 40"" To watch the full episode visit: https://youtu.be/RpomQWwmsLM For more learning resources be sure to check out Smithsonian Learning Labs: https://learninglab.si.edu/collections/space-shuttle/Eo19xJ5HeiYjFXMa#r For more FREE teacher resources from the Smithsonian’s National Air and Space Museum visit STEM in 30, the museum's Emmy nominated TV show for middle school students: https://airandspace.si.edu/stem-30

The names that school boards give to public schools can both reflect and shape civic values. It is increasingly rare for public schools to be named after presidents -- or people, in general -- and increasingly common to name schools after natural features. This shift from naming schools after people worthy of emulation to naming schools after hills, trees, or animals raises questions about the civic mission of public education and the role that school names may play in that civic mission. After analyzing trends in public school names in seven states, representing 20 percent of all public school students, the authors obtained the following statistics: (1) Of almost 3,000 public schools in Florida, five honor George Washington, compared with eleven named after manatees; (2) In Minnesota, the naming of schools after presidents declined from 14 percent of schools built before 1956 to 3 percent of schools built in the last decade; (3) In New Jersey, naming schools after people dropped from 45 percent of schools built before 1948 to 27 percent of schools built since 1988; (4) In the last two decades, a public school built in Arizona was almost fifty times more likely to be named after such things as a mesa or a cactus than after a president; (5) In Florida, nature names for schools increased from 19 percent of schools built before 1958 to 37 percent of schools built in the last decade; (6) Similar patterns were observed in all seven states analyzed; and (7) Today, a majority of all public school districts nationwide do not have a single school named after a president. Further research is necessary to identify the causes and consequences of these changes in the names given to public schools. The causes for the shift in school names may include broad cultural changes as well as changes in the political control of school systems. Given the weak outcomes for public schools on measures of civic education, the link between trends in school names and those civic outcomes is worthy of further exploration. Reports like this one can contribute to future research by providing basic facts on trends in school names as well as sparking discussion on the civic purposes of public schools and the role that school names play in those civic purposes. The document includes a Methodological Appendix. (Contains 8 endnotes and 7 tables.)

The names that school boards give to public schools can both reflect and shape civic values. It is increasingly rare for public schools to be named after presidents -- or people, in general -- and increasingly common to name schools after natural features. This shift from naming schools after people worthy of emulation to naming schools after hills, trees, or animals raises questions about the civic mission of public education and the role that school names may play in that civic mission. After analyzing trends in public school names in seven states, representing 20 percent of all public school students, the authors obtained the following statistics: (1) Of almost 3,000 public schools in Florida, five honor George Washington, compared with eleven named after manatees; (2) In Minnesota, the naming of schools after presidents declined from 14 percent of schools built before 1956 to 3 percent of schools built in the last decade; (3) In New Jersey, naming schools after people dropped from 45 percent of schools built before 1948 to 27 percent of schools built since 1988; (4) In the last two decades, a public school built in Arizona was almost fifty times more likely to be named after such things as a mesa or a cactus than after a president; (5) In Florida, nature names for schools increased from 19 percent of schools built before 1958 to 37 percent of schools built in the last decade; (6) Similar patterns were observed in all seven states analyzed; and (7) Today, a majority of all public school districts nationwide do not have a single school named after a president. Further research is necessary to identify the causes and consequences of these changes in the names given to public schools. The causes for the shift in school names may include broad cultural changes as well as changes in the political control of school systems. Given the weak outcomes for public schools on measures of civic education, the link between trends in school names and those civic outcomes is worthy of further exploration. Reports like this one can contribute to future research by providing basic facts on trends in school names as well as sparking discussion on the civic purposes of public schools and the role that school names play in those civic purposes. The document includes a Methodological Appendix. (Contains 8 endnotes and 7 tables.)

First time introductions usually begin with an exchange of names. A name may influence the way an individual behaves and whether continuous interaction is sought after (Erwin, 1993; Erwin & Calev, 1984). Evolutionarily, certain personal attributes, such as physical attractiveness and social status, seem to be more important in mating relationships than in other types of relationships. Previous studies have examined the impact of given names on perception of physical attractiveness when presented with a male or female image, either with an attractive or unattractive name. In these studies, it was hypothesized that names would affect the ratings of physical attractiveness given to stimuli photographs (Erwin, 1993; Joubert, 1994). As such, this study will examine the ratings of attractiveness and social status from a name alone and then when presented with a generated image. Understanding factors for determining attractiveness can provide insights into personal attributes that appear to have critical implications on social interactions and outcomes.

xii, 238 p. ; 25 cm

1 v. : 21x24 cm

Book digitized by Google from the library of Oxford University and uploaded to the Internet Archive by user tpb.

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What's in a Name?" is a new original series from 1623 Studios in partnership with the Gloucester Historical Commission. On this episode, Mary Ellen Lepionka explains the history behind place names on Cape Ann and their Algonquian roots. Mary Ellen is an independent scholar researching the history of Cape Ann from the last Ice Age to around 1750 for a book on the subject and is a trustee of the Massachusetts Archaeological Society and co-chair of the Gloucester Historical Commission. Visit her website at www.capeannhistory.org. http://gloucester-ma.gov/index.aspx?N...

This week, Adam, Max and Tara lament the overuse of particular words in game titles.

Perma.cc archive of https://www.sec.gov/news/statement/lee-names-rule-statement-052522 created on 2022-09-13 21:37:58.842573+00:00.

Perma.cc archive of https://www.sec.gov/news/statement/lee-names-rule-statement-052522 created on 2022-09-13 21:37:58.842573+00:00.

152 p. ; 18 cm

Gives, for each name, "its meaning, the character quality its meaning implies, and a Bible verse carefully selected to motivate you to live up to your name"--Page 4 of cover

Gives, for each name, "its meaning, the character quality its meaning implies, and a Bible verse carefully selected to motivate you to live up to your name"--Page 4 of cover

Gives, for each name, "its meaning, the character quality its meaning implies, and a Bible verse carefully selected to motivate you to live up to your name"--Page 4 of cover

Gives, for each name, "its meaning, the character quality its meaning implies, and a Bible verse carefully selected to motivate you to live up to your name"--Page 4 of cover

Gives, for each name, "its meaning, the character quality its meaning implies, and a Bible verse carefully selected to motivate you to live up to your name"--Page 4 of cover

Gives, for each name, "its meaning, the character quality its meaning implies, and a Bible verse carefully selected to motivate you to live up to your name"--Page 4 of cover

Gives, for each name, "its meaning, the character quality its meaning implies, and a Bible verse carefully selected to motivate you to live up to your name"--Page 4 of cover

The Domain Name System (DNS) provides an essential service on the Internet, mapping structured names to a variety of data, usually IP addresses. These names appear in email addresses, Uniform Resource Identifiers (URIs), and other application-layer identifiers that are often rendered to human users. Because of this, there has been a strong demand to acquire names that have significance to people, through equivalence to registered trademarks, company names, types of services, and so on. There is a danger in this trend; the humans and automata that consume and use such names will associate specific semantics with some names and thereby make assumptions about the services that are, or should be, provided by the hosts associated with the names. Those assumptions can often be false, resulting in a variety of failure conditions. This document discusses this problem in more detail and makes recommendations on how it can be avoided. This memo provides information for the Internet community.