On Śrīla Prabhupāda’s Insistence that“‘Christ’ came from ‘Krishna.’”

ISKCON founder Bhaktivedanta Swami Prabhupāda was convinced that the name Christ was derived from Krishna. He frequently appealed to this as a way of dispelling Western Christian reservations about participating in kirtana. The present article explores (1) the place this etymological claim played in Prabhupāda’s thinking and missionary strategy, (2) how he came to defend it in the first place, and (3) how his defense fit into the ongoing East/West discussion of the alleged etymological interdependence of Christ and Krishna that has been going on since the 18th century. At the heart of Prabhupāda’s argument is the interchangeability of Ns and Ts in the ṭavarga such that Kristo and Kesto appear as common alternative forms of the name Krishna. Prabhupāda then goes on to argue that Christos was similarly derived from Krishna as well. The argument, however, is not tenable because the t in Christos is not actually part of the original Greek verbal stem chri-, but only enters in when the suffix -tos is added to form the adjective christos (anointed). Ultimately Krishna and Christos arose independently from two separate Proto-Indo-European roots, the former from k̑ers- (dark, dirty, grey) and the latter from ghrēi- (to rub)

Summary of the Status of Harvest Mice, Cricetidae: Reithrodontomys, in Arkansas

Although four species of harvest mice, Reithrodoniomyx, are known to occur in Arkansas, the distributional status of the genus in the state is poorly understood. Recent museum specimens significantly extend the range of R. megalotix and R. fulvescens in the state. R. megalotis is shown to range south through Phillips Co. in eastern Arkansas, and R. fulvescens is shown to range throughout most of the state, now including most of the Mississippi Alluvial Plain. A new specimen of R. humulis from Delaware Co., Oklahoma, suggests that this species probably ranges throughout northwestern Arkansas. R montanus remains known only from Washington Co. in northwestern Arkansas

On the geometry of four qubit invariants

The geometry of four-qubit entanglement is investigated. We replace some of the polynomial invariants for four-qubits introduced recently by new ones of direct geometrical meaning. It is shown that these invariants describe four points, six lines and four planes in complex projective space ${\bf CP}^3$. For the generic entanglement class of stochastic local operations and classical communication they take a very simple form related to the elementary symmetric polynomials in four complex variables. Moreover, their magnitudes are entanglement monotones that fit nicely into the geometric set of $n$-qubit ones related to Grassmannians of $l$-planes found recently. We also show that in terms of these invariants the hyperdeterminant of order 24 in the four-qubit amplitudes takes a more instructive form than the previously published expressions available in the literature. Finally in order to understand two, three and four-qubit entanglement in geometric terms we propose a unified setting based on ${\bf CP}^3$ furnished with a fixed quadric.Comment: 19 page

Speech Communication

Contains reports on two research projects.U.S. Navy Office of Naval Research (Contract N00014-67-A-0204-0064)National Institutes of Health (Grant 5 ROl NS04332-09)National Science Foundation (Grant GK-31353

Using Co-operative Inquiry to embed Education for Sustainable Development (ESD) across all programmes offered by Plymouth Institute of Education (PIoE)

Our aim is to embed Education for Sustainable Development across all of our courses, ensuring that all students benefit from an education where social, economic and environmental sustainability is woven into the very fabric of their learning experience, thereby producing graduates who take this learning forward and embed it in their own teaching. To achieve this, the aims of the projects were: To embed elements of ESD in all PIoE programmes utilising a co-operative inquiry approach (Heron and Reason 2001) • To critically evaluate co-operative inquiry (CI) as an effective mechanism for the implementation of ESD in HE.PedRI