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Languages, like populations, evolve over time. However, languages, like other cultural units, are not inherited in the same way as genes are. Do these differences in inheritance lead to differences in their evolution? This chapter explores differences between the origin of language and language evolution. It also considers studies of click languages found in populations in Africa.

This chapter focuses on Jane O'Reilly and how she introduced the “clicks” in her article “The Housewife's Moment of Truth,” which appeared in the preview issue of Ms. Magazine in 1972. After that, click! became women's shorthand for eyes opening and minds awakening as they reassessed the putdowns, diminutives, and demands women and men had simply accepted as the natural order of the universe. Coming one after another and more rapidly with time, the clicks turned into a drumbeat of change that revolutionized society. For most, that change related to their own lives and to the intensity with which they reexamined them. They assumed—if they thought about it at all—that once they made things right, all of it would be right for their children and grandchildren thereafter. They were, after all, repairing wrongs, revamping the social order, and reconstructing history.

This chapter examines how TheNotebook and LaPlace websites entered the chase for traffic. It recounts how the two websites realized that they needed to attract more online readers to survive. It also talks about how TheNotebook and LaPlace developed the same editorial and organizational strategies to increase their traffic over time despite distinct political and editorial identities. The chapter shows how media organizations located thousands of miles apart ended up making similar editorial decisions when they entered the chase for clicks. It also provides an analysis of TheNotebook and LaPlace when they started experiencing an acute tension between editorial and click-based modes of evaluation, which affected the kind of content they published.

This activity hones high school students’ deep listening skills, along with their ability to edit audio in Pro Tools. It introduces the primary editing tools of the user’s DAW, including selection, grabber, trimmer, zoom, scrubber, and fade tools. Students will learn how to use these tools by removing pops and clicks from a faulty audio recording. As recording equipment can be expensive, this lesson may help those who are looking to increase the quality of their music while working with gear that is lacking. It also shows those new to music production the methodical and detail-oriented work needed to create high quality music.

The first of two chapters that analyse in philological and philosophical detail each term of the claims made by Google with its two dominant mottos: “Our mission is to organize the world’s information” and “Don’t be evil.” This is seen as America’s “second mission,” in the context of George Bush’s post 9/11 declaration of “war on terror”, justified by the morality of America’s “first mission,” namely the fight of good against evil on a global scale.

All candidates taking the MRCPCH clinical examination will be expected to show competency in carrying out the cardiovascular examination. It is important to listen carefully to the examiner’s instructions and follow them. You may be asked only to auscultate the heart. If the examiner gives such an instruction, simply follow it! … You are advised to buy a good paediatric stethoscope, as it can reduce the difficulty in identifying cardiac sounds. The diaphragm of the stethoscope is designed to amplify high-pitched sounds; the bell does not amplify sound but transmits low-pitched sounds better than the diaphragm. The bell should be placed lightly against the skin, while the diaphragm should be placed firmly on the skin for ideal sound amplification and transmission. It is possible to make the bell act like a diaphragm by placing it firmly against the skin…. Examination of the cardiovascular system is best done in correlation with the available medical history, as this often gives major clues. It is helpful to have a systematic approach to presenting the findings, which of course should be practised thoroughly. However, the examination itself can be performed in a different sequence depending on the age of the child and their degree of cooperation. Key competence skills required in the cardiovascular examination are given in table 5.1. Cardiovascular cases commonly encountered in the MRCPCH Clinical Exam are listed in table 5.2. These steps are repeated in every system to reiterate their importance and to help you recollect the initial approach for any clinical exam. Also, refer to chapter 4. • On entering the examination room, demonstrate strict adherence to infection control measures by washing your hands or using alcohol rub. • Introduce yourself both to the parents and the child. • Talk slowly and clearly with a smile on your face. • Establish rapport with the child and parents. • Undress the child to the waist to allow proper examination. Expose adequately while ensuring their privacy. • Positioning: it is easier to examine older children while they sit on the edge of the bed, or on a chair when they are not acutely ill.

This chapter focuses on the early days of online news, before profit, traffic, and metrics-based imperatives became key concerns. It pays close attention to the first years of TheNotebook in New York and LaPlace in Paris, two publications that started as innovative, playful, and collaborative editorial projects. It also describes how TheNotebook and LaPlace shared similar utopian beliefs but at the same time had distinct political and editorial identities. The chapter points out ways LaPlace was more countercultural, participatory, and politically engaged than TheNotebook, even though the French website is an explicit imitation of its U.S. counterpart. By comparing the identities and metrics of TheNotebook and LaPlace, the chapter also discusses how news websites handled the chase for clicks.

This chapter centers on the uses and interpretation of web analytics at TheNotebook and LaPlace. It talks about how the two publications used the same software programs to track the preferences of their online readers but made sense of the metrics provided by these programs in different ways. The chapter discusses the traffic in New York that soon became an imperative for the top editors in charge of managing the publication while staff writers refused to embrace the tyranny of metrics. It also looks into the journalists in Paris that were simultaneously deeply critical of traffic numbers and obsessed with clicks. It also shows how metrics do more than function as market indicators and reveal the journalists' representations of their algorithmic publics.

In this chapter, I propose both incomplete and overcomplete structures for segment types that call for one or the other. Incomplete structures are structures that miss one of the element classes. In previous chapters, we will already have seen examples of this, in the sense that a non-tonal language does not use the laryngeal node for vowels. We have also seen that the locational class can be missing, as in central vowels and pharyngeal and laryngeal consonants. What cannot be missing is the manner class because this class, being the head class, is obligatory. I will discuss one possible exception to this. I will consider whether the manner class, being obligatory, can be ‘empty’, then providing a different approach that may not require this kind of ‘abstractness’. Subsequently, I turn to overcomplete structures which are necessary for various classes of so-called complex segments, such as clicks, multiple-articulated consonants, short diphthongs and some others.

This chapter discusses the nature of the nerve message and compares it to a telephone message that is transmitted by telegraphing it in Morse code—or through a series of clicks. As with nerve messages, a series of “clicks” is, in fact, all the brain ever receives from the nerves. Telephone wires are different, however, from nerves in that nerves are made not of metal but of dilute salt solution. Nerve signals need boosting every l mm, and the anatomical continuity of the nerve fiber is, in fact, interrupted every 1 mm by a “node of Ranvier,” which electrophysiology has shown to be a boosting station. If the telephone message is to preserve its quality, each node should restore to the signal exactly what was lost in traveling along the cable from the last node. The minutest fluctuation, therefore, from a perfect restoration will result in a signal that is either all or none.

This chapter uses the success of the Kardashian family to examine the present condition of women in the United States. It defines the work of that family as the repeated creation of themselves as a family: a family with a particular investment in their physicality, their ornamentation, and their reproduction as a family. On display in their transmedia empire is an endless maintenance of the body, the steady chiseling and re-crafting of eyelashes, waists, necklines, and toenails. When the Kardashians are having blush applied, when they’re rubbing in lotion, when they are deciding which tennis shoes to wear to the gym, they are working. But this work is not merely a tool of their own post-feminist reclamation of their objectification. These tasks are the requisite practices for participation in the family corporation. The definition of their family is the definition of their bodies, and the relations between them are bound in a continuous reproduction of their bodies through the claims of kinship affinity that relate them.

This chapter explores attempts to replace drummers with new technologies, but also the gradual move of the drum kit—both acoustic and synthesized—from the margins to the center of pop record production from the 1970s to the present. It examines the development of recording the drum kit through the multi-tracking era and into the digital production era. It also discusses the important role the drum kit played in the creation of reggae, Afrobeat, hip-hop, disco, and dance music. It charts the rise of drum machines, digital samplers, augmenting the drum kit, and drumming without drummers.

This chapter deals with the representation of complex sounds, which include affricates, consonant–glide (CG) units, consonant–liquid (CL) units, contour tones, pre- and post-nasalized consonants, clicks, ejectives, and implosives. I show that the No Contour Principle offers a precise definition of feature compatibility and what is or is not a possible complex sound. A possible complex sound is one that can be represented as a single sound, such as affricates, CG units, and CL units. In addition, clicks, ejectives, and implosives, which have been problematic for feature theory, can also be represented as single sounds when they occur between vowels; otherwise they can be represented as two-sound units. On the other hand, contour tones and pre- and post-nasalized stops cannot be represented as single sounds but must be represented as two-sound clusters, and evidence is offered that they are.

All candidates taking the MRCPCH clinical examination will be expected to show competency in carrying out the cardiovascular examination. It is important to listen carefully to the examiner’s instructions and follow them. You may be asked only to auscultate the heart. If the examiner gives such an instruction, simply follow it! … You are advised to buy a good paediatric stethoscope, as it can reduce the difficulty in identifying cardiac sounds. The diaphragm of the stethoscope is designed to amplify high-pitched sounds; the bell does not amplify sound but transmits low-pitched sounds better than the diaphragm. The bell should be placed lightly against the skin, while the diaphragm should be placed firmly on the skin for ideal sound amplification and transmission. It is possible to make the bell act like a diaphragm by placing it firmly against the skin…. Examination of the cardiovascular system is best done in correlation with the available medical history, as this often gives major clues. It is helpful to have a systematic approach to presenting the findings, which of course should be practised thoroughly. However, the examination itself can be performed in a different sequence depending on the age of the child and their degree of cooperation. Key competence skills required in the cardiovascular examination are given in table 5.1. Cardiovascular cases commonly encountered in the MRCPCH Clinical Exam are listed in table 5.2. These steps are repeated in every system to reiterate their importance and to help you recollect the initial approach for any clinical exam. Also, refer to chapter 4. • On entering the examination room, demonstrate strict adherence to infection control measures by washing your hands or using alcohol rub. • Introduce yourself both to the parents and the child. • Talk slowly and clearly with a smile on your face. • Establish rapport with the child and parents. • Undress the child to the waist to allow proper examination. Expose adequately while ensuring their privacy. • Positioning: it is easier to examine older children while they sit on the edge of the bed, or on a chair when they are not acutely ill.

Interstitial lung disease is a common case for the respiratory section of the MRCP PACES examination. Quite often they are cases of idiopathic pulmonary fibrosis (cryptogenic fibrosing alveolitis) or in the context of systemic (commonly rheumatological) disease. The above cases reflect these common scenarios. To make the diagnosis of interstitial lung disease is relatively straightforward, but presenting other physical signs of underlying aetiologies, mentioning important negatives, and appreciating and recognizing complications of therapy and the disease will impress examiners, not to mention gain considerable extra marks. 1. In approaching a respiratory patient, it is often useful in starting to present the case with a comment on functional status. They may be breathless at rest. They may be on oxygen therapy. Ask the patient to cough. The presence of a non-productive or a productive cough should give clues to underlying diagnosis. Patients with interstitial lung disease often have a non-productive cough, unless this has been complicated by infection. 2. Patients often have peripheral cyanosis. Central cyanosis may be present in advanced disease. 3. Clubbing may not always be present in cases of interstitial lung disease. If present, don’t miss it! 4. Spend a little extra time when examining hands and making general observations. There are many systemic disorders that are associated with pulmonary fibrosis. The presence of peripheral stigmata of systemic disease, usually connective tissue or rheumatological disease, will provide an important clue to the respiratory diagnosis. Look for • rheumatoid arthritis (symmetrical deforming arthropathy of the hands, rheumatoid nodules) • systemic sclerosis (tight and shiny skin, telangiectasia, sclerodactyly, calcinosis, atrophic nails, and Raynaud’s phenomenon) • SLE (petechial rash, livedo reticularis, purpura, arthropathy, butterfly skin rash) • dermatomyositis (Gottron’s papules, heliotrope rash of eyelids/periorbital areas, proximal myopathy) • ankylosing spondylitis (loss of lumber lordosis, fixed kyphosis, stooped posture) • neurofibromatoisis (neurofibromata, café au lait patches) • sarcoidosis (erythema nodosum, maculopapular skin lesions, lupus pernio, lympahdenopathy) • drugs, i.e. amiodarone (grey slate skin pigmentation—the irregular pulse of atrial fibrillation (AF) may be a clue) • radiation therapy (erythema and/or field markings on chest wall)