Archaic period (North America)In the classification of the , the Archaic period in North America, taken to last from around 8000 to 1000 BC in the sequence of North American pre-Columbian cultural stages, is a period defined by the archaic stage of cultural development. The Archaic stage is characterized by subsistence economies supported through the exploitation of nuts, seeds, and shellfish. As its ending is defined by the adoption of sedentary farming, this date can vary significantly across the Americas. The rest of the Americas also have an Archaic Period.
Ancient Greek artAncient Greek art stands out among that of other ancient cultures for its development of naturalistic but idealized depictions of the human body, in which largely nude male figures were generally the focus of innovation. The rate of stylistic development between about 750 and 300 BC was remarkable by ancient standards, and in surviving works is best seen in sculpture. There were important innovations in painting, which have to be essentially reconstructed due to the lack of original survivals of quality, other than the distinct field of painted pottery.
Active imaginationActive imagination refers to a process or technique of engaging with the ideas or images in one's imagination, and is used as a mental strategy to communicate with the subconscious mind. In Jungian psychology, it is a method for bridging the conscious and unconscious minds. Instead of being linked to the Jungian process, the word "active imagination" in modern psychology is most frequently used to describe a propensity to have a very creative and present imagination.
Domain-specific languageA domain-specific language (DSL) is a computer language specialized to a particular application domain. This is in contrast to a general-purpose language (GPL), which is broadly applicable across domains. There are a wide variety of DSLs, ranging from widely used languages for common domains, such as HTML for web pages, down to languages used by only one or a few pieces of software, such as MUSH soft code.
Collective unconsciousCollective unconscious (kollektives Unbewusstes) refers to the unconscious mind and shared mental concepts. It is generally associated with idealism and was coined by Carl Jung. According to Jung, the human collective unconscious is populated by instincts, as well as by archetypes: ancient primal symbols such as The Great Mother, the Wise Old Man, the Shadow, the Tower, Water, and the Tree of Life. Jung considered the collective unconscious to underpin and surround the unconscious mind, distinguishing it from the personal unconscious of Freudian psychoanalysis.
Domain-specific modelingDomain-specific modeling (DSM) is a software engineering methodology for designing and developing systems, such as computer software. It involves systematic use of a domain-specific language to represent the various facets of a system. Domain-specific modeling languages tend to support higher-level abstractions than general-purpose modeling languages, so they require less effort and fewer low-level details to specify a given system.
ConceptA Concept is defined as an abstract idea. It is understood to be a fundamental building block underlying principles, thoughts and beliefs. Concepts play an important role in all aspects of cognition. As such, concepts are studied within such disciplines as linguistics, psychology, and philosophy, and these disciplines are interested in the logical and psychological structure of concepts, and how they are put together to form thoughts and sentences.
GoodIn most contexts, the concept of good denotes the conduct that should be preferred when posed with a choice between possible actions. Good is generally considered to be the opposite of evil and is of ethics, morality, philosophy, and religion. The specific meaning and etymology of the term and its associated translations among ancient and contemporary languages show substantial variation in its inflection and meaning, depending on circumstances of place and history, or of philosophical or religious context.
TheoryA theory is a rational type of abstract thinking about a phenomenon, or the results of such thinking. The process of contemplative and rational thinking is often associated with such processes as observational study or research. Theories may be scientific, belong to a non-scientific discipline, or no discipline at all. Depending on the context, a theory's assertions might, for example, include generalized explanations of how nature works. The word has its roots in ancient Greek, but in modern use it has taken on several related meanings.
Mound BuildersA number of pre-Columbian cultures in North America were collectively termed "Mound Builders", but the term has no formal meaning. It does not refer to a specific people or archaeological culture, but refers to the characteristic mound earthworks which indigenous peoples erected for an extended period of more than 5,000 years. The "Mound Builder" cultures span the period of roughly 3500 BCE (the construction of Watson Brake) to the 16th century CE, including the Archaic period, Woodland period (Calusa culture, Adena and Hopewell cultures), and Mississippian period.
Superheavy elementSuperheavy elements, also known as transactinide elements, transactinides, or super-heavy elements, are the chemical elements with atomic number greater than 103. The superheavy elements are those beyond the actinides in the periodic table; the last actinide is lawrencium (atomic number 103). By definition, superheavy elements are also transuranium elements, i.e., having atomic numbers greater than that of uranium (92). Depending on the definition of group 3 adopted by authors, lawrencium may also be included to complete the 6d series.
EducationEducation is the transmission of knowledge, skills, and character traits. There are many debates about its precise definition, for example, about which aims it tries to achieve. A further issue is whether part of the meaning of education is that the change in the student is an improvement. Some researchers stress the role of critical thinking to distinguish education from indoctrination. These disagreements affect how to identify, measure, and improve forms of education.
