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- (obsolete) they leave the stage (a stage direction to two or more actors, the plural counterpart of exit)
Etymology: from Latin exeunt, 'they leave', the third person plural form of exÄre 'to leave'
- William Shakespeare, Romeo and Juliet
- :Get thee to bed, and rest; for thou hast need. (Exeunt Lady Capulet and Nurse.)
- Christopher Marlow, Doctor Faustus
- :Enter two Devils.
- :Wagner. How now sir, will you serve me now?
- :Robin. Ay, good Wagner, take away the devils then.
- :Wagner. Spirits, away! Exeunt Devils. Now, sirrah, follow me.
Supplemental Details:Sponsor an extended definition for exeunt for as little as $10 per month. Click here to contact us.
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Brains undergo a massive reorganization between the ages of 12 and 25. While the brain has already reached 90 percent of its full size by the time a person is six, the period of adolescence is a time of extensive remodeling. One analogy is that adolescents go through a network and wiring upgrade. Author and Psychologist Daniel Seigel suggests that adults need to learn about these changes to support adolescents with empathy and compassion.
Brainstorm: The Power and Purpose of the Teenage Brain
An Inside-Out Guide to The Emerging Adolescent Mind, Ages 12 - 24 (2014)
Between the ages of 12 and 24, the brain changes in important, and oftentimes maddening, ways. It's no wonder that many parents and educators approach adolescents with fear and trepidation. According to renowned neuropsychiatrist Daniel Siegel, however, if parents and teens can work together to form a deeper understanding of the brain science behind all the tumult, they will be able to turn conflict into connection and form a deeper understanding of one another.
In Brainstorm, Dr. Siegel illuminates how brain development impacts teenagers' behavior and relationships. Drawing on important new research in the field of interpersonal neurobiology, he explores exciting ways in which understanding how the teenage brain functions can help parents and educators make what is in fact an incredibly positive period of growth, change, and experimentation in their children's lives less lonely and distressing on both sides of the generational divide.
Questions & Topics for Discussion
1. What was your key takeaway?
2. During adolescence, brain changes increase the need for “ESSENCE.” Siegel argues that there are both positive and negative outcomes to these changes depending on the choices an adolescent makes. How do we, as adults, provide young people with the opportunities to express and experience this ESSENCE in a positive way?
ES - Emotional Spark
SE - Social Engagement
N - Novelty Seeking
CE - Creative Exploration
3. Adolescence can be the time when teens need adults the most but when they may also isolate themselves from adults as they connect more to peers. How can we foster positive connections with adults?
4. “Support” means finding an outlet for teens to "engage and explore ways to push at life's boundaries" in a manner that is both positive and essential to growing up. What are healthy ways of pushing boundaries?
6. Siegel lists a number of Mindsight tools that are designed to "strengthen your mind, make your brain more flexible and resilient, and improve your relationships." Which of the mindsight tools resonated with you the most? In what ways can we use these mindsight tools into homes, classrooms and neighbourhoods?
Mindsight Tool #1 - Seeing & Shaping the Sea Inside
Mindsight Tool #2 - Time In
Mindsight Tool #3 - Time Between and Reflective Conversations
Mindsight Tool #4 - The Mindsight Simple Seven
7. Siegel argues that adults have a lot to learn from adolescents.
Share a story when you learned something significant from an adolescent.
How can what we learn from young people further enrich our own lives?
Book Club Guide adapted from Marna Macmillan, Learning Support Coordinator & Pam Becker, Vice Principal SD 43 (Coquitlam), British Columbia
Daniel J. Siegel received his medical degree from Harvard University and completed his postgraduate medical education at UCLA with training in pediatrics and child, adolescent and adult psychiatry. He served as a National Institute of Mental Health Research Fellow at UCLA, studying family interactions with an emphasis on how attachment experiences influence emotions, behavior, autobiographical memory and narrative.
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Development of a detrital garnet geochronometer and the search for Earth's oldest garnet
Maneiro, Kathryn Ann
MetadataShow full item record
Due to Earth’s efficient crustal recycling through plate tectonics, the remaining physical record of Earth’s first two billion years consists of mineral fragments and heavily metamorphosed rocks in isolated Archean cratons. Characterization of Earth’s earliest tectonic processes requires investigation of all available records; the mineral garnet has been largely overlooked. The major element chemistry and samarium-neodymium (Sm-Nd) isotope ratios preserved in fragmented detrital garnet and Archean metamorphic garnet record the timing and conditions of early tectonic events. This work presents detailed methodology for a new detrital garnet geochronometer unlocking age information from previously undateable detrital garnet surviving recycling in sediment, sedimentary rocks, and metasedimentary rocks. The new method’s utility is demonstrated by dating garnet from a Scottish sedimentary rock and nineteen individual garnet grains from a tributary to the French Broad River in the southern Appalachians. In the southern Appalachians, garnet and existing monazite ages overlap (though the mean garnet age is slightly younger) to record the most recent metamorphic event and both are younger than inherited zircon ages. Proof-of-concept testing demonstrating protocol development for blank-correction and routine analysis of samples smaller than 1 ng advances small Sm-Nd analysis. Additionally, this work applies existing Sm-Nd garnet geochronology methods to search for garnet older than 2.5 Ga and provide age constraints on the complicated metamorphic histories of two Archean cratons. A search for detrital garnet in a sample from the Jack Hills metasedimentary belt of Western Australia hosting the Earth’s oldest known terrestrial materials (ca. 4.3 Ga) failed to produce garnet. Instead, two samples collected ~4 km south of the Jack Hills belt in the Narryer Terrane were dated to confirm Narryer regional metamorphism at ca. 2.6 Ga. The Acasta gneiss of northern Canada, arguably Earth’s oldest known cohesive rock outcrop (ca. 4.0 Ga), produced one of the Earth’s oldest known garnet ages. Garnet ages of ca. 2.95 Ga constrain the timing of Archean metamorphism and the data also indicate potential for preservation of even older garnet. Finally, a compilation of published garnet ages in the literature is presented to summarize the community’s progress in the search for Earth’s oldest garnet.
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The cognitive emotion theory
(Ortony, Clore, & Collins, 1988) attempts to specify emotions on the basis of different evaluative dimensions.
While Shields' perspective as a psychologist is an important reference point throughout, this text prioritizes the examination of the relationship between emotion theory
and gender studies above disciplinary orthodoxy.
In addition, the data were also examined to identify other, less obvious, relationships that may inform future research on associations between coping and appraisal components derived from emotion theory
Bandes recognizes that emotion theory
and research is immensely complex and that the role of emotions in behavior, including social judgments, is highly variable and context-dependent.
Observing that much interdisciplinary scholarship lacks an organized theoretical structure, Professor Little identifies the special challenges of laze and emotion studies resulting from disagreements within emotion theory
6) There are many other important contributions to emotion theory
in the book that build on other work by Elster in that area.
Of particular note is her use of examples, which are extraordinarily subtle and thoughtful--a quantum leap in sophistication beyond the usual "one-liners" of analytic emotion theory
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- In a serious gunfight, pretty much everybody dies.
- Don't join the army: It's a dumb idea.
- There is no such thing as too much.
- People set themselves up for failure by limiting the scope of their imagination.
- Attention is the most critical resource.
- Play the person, not the game.
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This book reviews ionising radiation quantities and the relationships between them and discusses the principles underlying their measurement. The emphasis is on the determination of absorbed dose and related dosimetric quantities.
Table of Contents
The radiation field. Interactions of ionising radiations with matter. Measurement of fluence, energy fluence and spectral distributions. Direct measurement of absorbed dose. Exposure and its measurement. The concept of kerma and its relationships. Determination of absorbed dose via exposure or air kerma. Determination of absorbed dose and exposure from cavity theory. Comparison of electron, photon and neutron dosimetry. The dosimetry of radionuclides. Methods of dosimetry. Dosimetry in radiation protection. Appendix - Physical quantities and units. References. Index.
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Conifers are an important component of Ukrainian forest ecosystems. Fusarium circinatum Nirenberg & O'Donnell is one of the invasive pathogens for conifers that have recently been introduced in Europe. It causes pine pitch canker (PPC) and may pose a serious threat to the ecological and economic sustainability of the forest ecosystem. Generally, up to 60 conifers have been reported to be vulnerable to the PPC. The disease is only established in the Iberian Peninsula, but other European countries including Ukraine are also at the risk of infection.
The aim of the research was to broaden the knowledge about a new potential invasive disease of pine species, as well as to test the pathogenicity of F. circinatum using germlings of Pinus sylvestris.
Material and Methods
All tests were carried out at the Research Centre of Quarantine, Invasive and Genetically Modified Organisms, Institute of Plant Protection – NRI (Poznan, Poland) using in vitro virulence test. For this, stratified seeds of P. sylvestris from Ukrainian ecological provenances were soaked and germinated on moistened, sterile filter paper within sterile Petri dishes and incubated at about 22°C. Fifteen-day pine seedlings were amended with a piece of fungal inoculums of Fusarium circinatum. Production of disease symptoms (root rot, damping-off, and no disease, respectively) was monitored and evaluated daily over 28 days. All seedlings were assessed for height growth, root parameters and dry weight as well as were checked for presence/absence F. circinatum using molecular methods and species specific primers. Survival analysis based on the nonparametric Kaplan–Meier estimator was performed with the “Survival” package to test the probability of mortality up to the end of the experiment.
The obtained results showed that the growth of pine germlings inoculated with Fusarium circinatum varied considerably, but in 28 days F. circinatum in this assay killed all the pine germlings. During the observation period, all inoculated germlings formed long necrotic lesions (8.4–8.7 mm) and showed typical symptoms as basal needle dieback and wilting. Moreover, F. circinatum strongly affected plant development, and the root growth resulted in 92.5–96.7 % of mortality on the 28th day.
Previous studies done in Europe, US and Asia have reported considerable differences between susceptibility of different pine species to F. circinatum indicating high or moderate level of virulence and aggressiveness of F. circinatum for seedlings and older plants. Our results are too preliminary; however, our study demonstrated that F. circinatum, if appeared in Ukraine, may become an important pathogen of P. sylvestris in nurseries within a short period. Moreover, the pine shoot beetle (Tomicus piniperda) and other bark beetles were indicated as potential vectors of the pathogen during maturation, feeding on the shoots of healthy pine trees. Since T. piniperda is one of the most common bark beetles in Ukraine, it will be able to increase the potential threat of the diseases pathogen spread within the country.
The results of the study indicate that Fusarium circinatum may become in future the most important pathogen causing damping-off of Ukrainian pine seedlings, and may pose a serious threat to the Ukrainian forestry in case it is introduced to the country.
2 Figs., 1 Table, 17 Refs.
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Caffeine gives you a jolt of energy, but sometimes that jolt can mirror the symptoms of anxiety: jittery nervousness, heart palpitations, even feelings of panic. That's your "fight or flight" response taking over. The less you take in, the less you trigger that response and the anxiety that comes with it.
Caffeine is a common choice for burning the midnight oil because it boosts alertness. So it makes sense that cutting it out makes for better ZZZs. In fact, if you throw back a caffeine drink even as many as 6 hours before bedtime, it can still bother your sleep.
Caffeine can act like a laxative. This makes you need to go more -- and more often than not, what comes out is loose stools. If you scale back on coffee especially, it can cut down on trips to the loo and take your output back to normal.
Although there aren't studies to back up a link between caffeine and breast pain, many women say they feel less soreness when they take it out of their diet.
Caffeine slows down the rate at which your body makes collagen. This is a protein that gives your skin its tightness and elasticity. Once it drops, your skin starts to sag, and wrinkles appear. You make it more slowly as you age. So if you get rid of caffeine, it can help keep that aging process from speeding up.
Just like drugs, caffeine alters the chemistry of your brain if you take it in regularly over time. You can become dependent on it, too, and need more and more after a while just to feel the effects.
Large amounts of caffeine keep your body from taking in vitamins and minerals as it should. In fact, if you take a multivitamin with your morning cup of coffee, the caffeine could keep you from getting the benefits.
Coffee, soda, and tea are three of the most common caffeine delivery vehicles. All can stain your teeth with their acidity and color. Their caffeine also dries out your mouth. Saliva is a prime defense against bacteria, so the less you have, the higher the risk of tooth decay.
Blood pressure spikes when you drink caffeine. Researchers think it might also keep your arteries from staying as wide as they should for healthy blood pressure. If you cut caffeine, you skip this blood pressure bump and potential complications along with it.
If caffeine is a big part of your daily diet, taking it away can have a host of unpleasant effects in the short term. These include headache, tiredness, sleepiness, down moods, trouble concentrating, and crankiness. You'll start to feel symptoms a day or two after you stop. They can last anywhere from 2 to 9 days.
A step-by-step approach is your best bet. To start, replace half of your morning cup of joe with decaf, for example. Switch out your caffeinated foods and drinks over time with caffeine-free options to help ease withdrawal symptoms.
Keep the water coming when you give up caffeine. That plus plenty of sleep can help you sidestep many of the worst withdrawal symptoms.
A regular dose of exercise gives you the serotonin boost your body craves so you can skip the chemical crutch. It will lift your mood and help you sleep better, too. Both can help you thrive through your withdrawal phase.
IMAGES PROVIDED BY:
- Journal of Psychopharmacology: "Caffeine consumption and self-assessed stress, anxiety, and depression in secondary school children."
- National Council on Strength and Fitness: "Caffeine Consumption Among Children and Adolescents."
- Sleep Medicine Reviews: "Caffeine: Sleep and daytime sleepiness."
- Journal of Clinical Sleep Medicine: "Caffeine Effects on Sleep Taken 0, 3, or 6 Hours before Going to Bed."
- The Journal of Pharmacology and Experimental Therapeutics: "Caffeine Withdrawal: A Parametric Analysis of Caffeine Dosing Conditions."
- European Journal of Gastroenterology and Hepatology: "Is coffee a colonic stimulant?"
- Harvard Health: "Breast pain: Not just a premenopausal complaint."
- Drug Design, Development, and Therapy: "Influence of caffeine and hyaluronic acid on collagen biosynthesis in human skin fibroblasts."
- American Academy of Dermatology: "Caring for Your Skin in Menopause."
- Journal of Caffeine Research: "Caffeine Use Disorder: A Comprehensive Review and Research Agenda."
- Food Science and Quality Management: "Effects of caffeine on health and nutrition: A Review."
- American Dental Association: "Top 9 Foods That Damage Your Teeth," "Dry Mouth."
- Mayo Clinic: "Caffeine: How Does It Affect Blood Pressure?"
- StatPearls: "Caffeine, Withdrawal."
- Johns Hopkins Medicine: "Caffeine Withdrawal Recognized As A Disorder."
- American Psychological Association: "The exercise effect."
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Workout 8: Biceps & Triceps
This is just like doing a normal ‘skull crusher’, only you’re using dumbbells rather than an EZ bar or straight bar. With dumbbells, you sacrifice the amount of weight you can use because there’s less stability, but anytime there’s less stability, there’s more core strength involved, and the pressure on the muscle should be a little bit more dramatic.
- Get either a flat or incline bench ready, and lie on the bench holding two dumbbells. Raise your arms so they’re perpendicular to your body.
- Make sure your wrists are straight and your hand isn’t bending over your wrist towards your body. Using your triceps, only extend your elbows up towards the ceiling. Avoid allowing your upper arms to move back and forth from their position as you raise and lower the weight.
As you power the weight back up, stopjust short of full extension so that you're unable to rest in the top position, which keeps tension on the muscle throughout the range of motion.
- Keep your elbows in tight as much as possible and avoid elbow flare to ensure the triceps do the bulk of the work. Allowing your elbows to flare out reduces the triceps' workload.
- This is similar to the ordinary single arm tricep extension you’ve been doing, only here you’re extending across your body rather than straight down and back. The crossbody extension focuses on the lateral head while the ordinary tricep extension hits the long head in the back of the arm (although both exercises work the entire tricep!
- Lift a cable pulley all the way up and make sure there’s a single arm handle on it.
- Grab the handle, and stand horizontally in relation to the the cable like the picture above.
- Keeping your elbow in place and your wrist still, pull down and out until your tricep is completely flexed, hold for a moment, and slowly go back to the starting position.
- Switch sides when you’ve finished.
- Secure a rope attachment to the high pulley at its highest position. Stand in front of the pulley, hinge at your hips, and grab the rope with your palms facing each other.
- Keep your elbows close to your torso, while using your triceps to pull the rope downwards toward the outside of your thighs. At the most contracted point of the motion, your arms should be fully extended and perpendicular to the ground. Your forearms should be the only part moving.
- After reaching the contracted position, slowly bring the rope up to the starting point.
- Hold your body above the bars with your arms fully extended and nearly locked into the starting position.
- Inhale and slowly lower yourself downward. Your torso should remain upright and your elbows should stay close to your body to help to better work your triceps. Lower yourself until a 90° angle is created between your upper arms and forearms.
Exhale and push your torso back up using your triceps (feeling a slight stretch in your shoulders) to bring your body back to the starting position.
- To perform this movement, you will need a preacher bench and an EZ bar. Load your desired weight onto the bar and adjust the seat on the preacher bench so that your upper arms sit comfortably on the padding when you’re seated.
- Grab the EZ bar using an underhand grip with your palms facing upward. Lift the EZ bar to shoulder height.
- As you inhale, slowly lower the bar until your upper arms are extended and your biceps are fully stretched.
- As you exhale, curl the bar up until your biceps are fully contracted and the bar is at your shoulder height. Try to squeeze your biceps tightly and hold this position for a second if you can.
- Stand upright with your feet shoulder-width apart. Hold a dumbbell in each hand with your arms extended along your sides. Your elbows should be tucked in close to your torso and your palms should be facing your torso.
- Keep your upper arm stationary as you contract your biceps and curl the dumbbells directly upward. Continue to raise the dumbbells until your biceps are fully contracted and the dumbbell is at shoulder-level. Focus on only moving your forearm.
- After a brief pause, slowly begin to lower the dumbbells back down to the starting position.
- Sit at the end of a bench and place one dumbbell in front of you between your legs. Keep your legs spread apart, your knees bent, your back straight, and your feet on the ground.
- Use your right arm to pick up the dumbbell. Place the back of your arm against the inside of your same-sided thigh.
- Begin with the the palm of your hand facing away from your thigh. Keep your arm extended and the dumbbell slightly above the ground.
- Make sure that your upper arm remains stationary as you contract your biceps and curl the dumbbell toward your opposite-sided pec. Continue the movement until the dumbbell is at shoulder-level. Remember, only the forearms should move.
- Slowly begin to lower the dumbbell back to its starting position. Avoid swinging motions at all times.
- Perform all reps using the same arm, then repeat this movement with your other arm.
- To begin this exercise; position the bench in an incline degree. Similar to if you were performing an incline bench press movement. Also, place the barbell so that you are going to use just in front of the bench.
- Place yourself on top of the bench with your stomach and front torso pressing against. As you grip the barbell in front, ensure that both feet are firmly positioned against the floor allowing your body full stabilization and a firm base.
- Hold the bar with your palms facing the ceiling, and curl the bar upwards, making sure to keep your elbows still throughout the movement.
- Slowly release the bar back down.
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WHAT DOES VITAMIN “C” DO?🍊🌿
It strengthens and protects skin by neutralizing free radicals that can cause skin damage from UVA rays and environment.☀️
HOW DOES IT WORK?
It must be applied everyday to build deep within your cells to protect the skin overtime.💪🏼
WHAT SKIN TYPES SHOULD USE VITAMIN C?
All skin types can benefit from using this serum. Melasma, rosacea and forehead lines are one of the skin types to see the most dramatic results. Vitamin C is very active and lower percentages are suggested for acne prone skin.
WHY USE DERMAPLUS VITAMIN C?
Dermaplus Vitamin C serum is the freshest one you can buy. We don’t activate the L-Ascorbic acid powder until the day you purchase it, so it isn’t sitting on the shelf oxidizing. Most raw vitamin c products expire within 3 months. If they don’t- they may be buffered with other ingredients or have harsh preservatives.⚡️
🍊Our Vitamin C is pure and effective. It takes about 3 months to see results with any Vitamin c products so it must be applied daily under moisturizer.
This week we did the “Bad Apple Challenge” to test the true power of Vitamin C.
We applied Vitamin C to an apple slice to experiment with the effect! Because Vitamin C provides powerful antioxidant protection and protects against free radical damage, it will prevent the apple slice from oxidation and turning brown! The results are proof enough just how powerful Vitamin C is:
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A special lecture entitled " Quantum Machine Learning " by Seth Lloyd from the Massachusetts Institute of Technology, Cambridge, USA. Quantum machine learning is an emerging interdisciplinary research area at the intersection of quantum physics and machine learning.
A special lecture entitled " Quantum Machine Learning " by Seth Lloyd from the Massachusetts Institute of Technology, Cambridge, USA.
Quantum machine learning is an emerging interdisciplinary research area at the intersection of quantum physics and machine learning. The most common use of the term refers to machine learning algorithms for the analysis of classical data executed on a quantum computer, i.e. quantum-enhanced machine learning. While machine learning algorithms are used to compute immense quantities of data, quantum machine learning increases such capabilities intelligently, by creating opportunities to conduct analysis on quantum states and systems. This includes hybrid methods that involve both classical and quantum processing, where computationally difficult subroutines are outsourced to a quantum device. These routines can be more complex in nature and executed faster with the assistance of quantum devices. Furthermore, quantum algorithms can be used to analyze quantum states instead of classical data. Beyond quantum computing, the term "quantum machine learning" is often associated with classical machine learning methods applied to data generated from quantum experiments (i.e. machine learning of quantum systems), such as learning quantum phase transitions or creating new quantum experiments. Quantum machine learning also extends to a branch of research that explores methodological and structural similarities between certain physical systems and learning systems, in particular neural networks. For example, some mathematical and numerical techniques from quantum physics are applicable to classical deep learning and vice versa. Finally, researchers investigate more abstract notions of learning theory with respect to quantum information, sometimes referred to as "quantum learning theory".
Most popular Data Science and Machine Learning courses — August 2020. This list was last updated in August 2020 — and will be updated regularly so as to keep it relevant
PyTorch for Deep Learning | Data Science | Machine Learning | Python. PyTorch is a library in Python which provides tools to build deep learning models. What python does for programming PyTorch does for deep learning. Python is a very flexible language for programming and just like python, the PyTorch library provides flexible tools for deep learning.
Data Augmentation is a technique in Deep Learning which helps in adding value to our base dataset by adding the gathered information from various sources to improve the quality of data of an organisation.
In this article, I clarify the various roles of the data scientist, and how data science compares and overlaps with related fields such as machine learning, deep learning, AI, statistics, IoT, operations research, and applied mathematics.
PyTorch is a library in Python which provides tools to build deep learning models. What python does for programming PyTorch does for deep learning.
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Download now Free registration required
Design Pattern Detection is a part of many solutions to Software Engineering difficulties. The usage of design patterns leads to benefits for new and young developers by enabling them to reuse the knowledge of their experienced colleagues. Mining of design pattern instances is important for program understanding and software maintenance. Hence, a reliable design pattern mining is required. Here, the authors are using the relational view of subgraph isomorphism to detect design patterns in the source code.
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- Size: 202.9 KB
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(BEING CONTINUED FROM 1/07/14)
The supreme god of the Celtic pantheon appears to have been the Dagda. The name means the ‘Good God’, not good in a moral sense, but good at everything, or all-powerful. The Dagda is a father-figure, a protector of the tribe and the basic Celtic god of whom other male Celtic deities were variants. Celtic gods were largely unspecialised entities, and perhaps we should see them as a clan rather than as a formal pantheon. In a sense, all the Celtic gods and goddesses were like the Greek Apollo, who could never be described as the god of any one thing.
Because the particular character of Dagda is a figure of burlesque lampoonery in Irish mythology, some authors conclude that he was trusted to be benevolent enough (or ineffectual) to tolerate a joke at his expense.The supreme god of the Celtic pantheon appears to have been the Dagda.
Irish tales depict the Dagda as a figure of power, armed with a club and associated with a cauldron. In Dorset there is a famous outline of an ithyphallic giant known as the Cerne Abbas Giant with a club cut into the chalky soil. While this was probably produced in Roman times, it has long been thought that it represents the Dagda. This has been called into question by recent studies which show that there may have been a representation of what looks like a large drapery hanging from the horizontal arm of the figure, leading to suspicion that this figure actually represents Hercules(Herakles), with the skin of the Nemean Lion over his arm and carrying the club he used to kill it. In Gaul, it is speculated that the Dagda is associated with Sucellos, the striker, equipped with a hammer and cup.
In the Irish branch of Celtic mythology, the Dagda’s consort was known by various names. The most common of these was the Morrigan. Her name is pronounced in modern Irish as “More Ree-an”; in old Irish the ‘g’ was pronounced as a soft ‘gh’, like gamma in Greek. The name translates to ‘Great Queen’. Sometimes she is referred to in the plural as Morrigna, but she was also known variously as Nemhain (Panic), Macha, Anann, and Badhbh Catha (Scald-crow of Battles), among other names.
She was said to change into a crow or raven, also a horse, as well as she being an earth goddess, also soverignty, and a tutelary goddess – or goddess of the tribe. Macha has solar attributes, with her white horse, as a sun goddess. So, in essence, Morrigan is the “Queen of the Heavens” as well as Queen of the earth – so her powers extend to air and earth. Her battle aspect was discredited due to Victorian fallacy, as she is given the battle role for her reign over the battlefield giving the army of her favor aide, as well as military protection, and acting as the goddess of Soverignty, and not a battle goddess as so many Neopagans usually classify her. As well as her connections to the cauldron of rebirth, Daghda protects it, and it is said that those who partake of it never leave unsatisfied.
Belenus was a more regional deity, who was worshipped mostly in Northern Italy and the Gaulish Mediterranean coast. He was primarily a god of agriculture. A great festival called Beltane was associated with him.
The widespread diffusion of the god Lug (seemingly related to the mythological figure Lœgh in Irish) in Celtic religion is apparent from the number of place names in which his name appears, occurring across the Celtic world from Ireland to Gaul. The most famous of these are the cities of Lugdunum (the modern French city of Lyon) and Lugdunum Batavorum (the modern city of Leiden). Lug is described in the Celtic myths as a latecomer to the list of deities, and is usually described as having the appearance of a young man. His weapons were the throwing-spear and sling, and in Ireland a festival called the Lughnasa (Modern Irish lœnasa) was held in his honor.
The Celts also worshipped a number of deities of which we know little more than their names. Among these are the goddess Brigit (or Brigid), the Dagda’s daughter; nature goddesses like Tailtiu and Macha; and Epona, the horse goddess. Male gods included Cu Roi and Goibniu, the immortal brewer of beer.
Cernunnos (the Horned One) is evidently of great antiquity, but we know little about him. It is probably he who appears on the famous embossed silver bowl found in Gundestrup, Denmark which dates from the 1st or 2nd century BC. The Roman writer Lucan (1st century AD) mentions the gods Taranis, Teutates and Esus, but there is little Celtic evidence that these were important deities.
Some of these gods and goddesses may have been variants of each other; Epona the Gallo-Roman horse goddess, for instance, may well have developed into the goddesses Rhiannon, in Wales, and Macha, who was mostly worshipped in Ulster. Polytheistic peoples rarely care to keep their pantheons in the neat and tidy order in which scholars would like to find them.
Often it is said that the Celtic peoples built no temples, and worshipped only outside in groves of trees. Archaeology has long shown this is untrue, with various temple structures throughout the Celtic world being known. With the Roman conquest of parts of the Celtic world a distinct type of Celto-Roman temple called a fanum also was developed. This was distinguished from a Classical temple by having an ambulatory on all four sides of the central cella.
The early Celts considered some trees to be sacred. The importance of trees in Celtic religion is shown by the fact that the very name of the Eburonian tribe contains a reference to the yew tree, and that names like Mac Cuilinn (son of holly) and Mac Ibar (son of yew) appear in Irish myths.
Roman writers stated that the Celts practiced human sacrifice on a fairly large scale and there is peripheral support for this in Irish sources; however, most of this information is secondhand or hearsay. There are only very few recorded archaeological discoveries which substantiate the sacrificial process and thus most contemporary historians tend to regard human sacrifice as rare within Celtic cultures.
There was also a warrior cult that centered on the severed heads of their enemies. The Celts provided their dead with weapons and other accoutrements, which indicates that they believed in an afterlife. Before burial, they also severed the dead person’s head and shattered the skull, perhaps to prevent the ghost from wandering.
Priests from this class were in charge of a great deal of religious festivals, as well as organizing the calendar; a daunting task as the Celtic calendar is incredibly accurate, but required manual correction about every 40 years, meaning lengthy mathematic discourse.
There are many questions arising as to what calendrical practice was used by the Celtic people. Regarding this issue there are three primary schools of thought. These three theories all attempt to offer us a better understanding of the Celtic calendar. To use the term ‘Celtic calendar’ is somewhat inaccurate, as it were the Druids who were primarily concerned with calendar-keeping.
One of the most commonly accepted beliefs holds that the year was divided into thirteen months with an extra day or so the end of the year used to adjust the calendar. This theory states that the months correspond to the vowels of the Ogham or Celtic Tree Alphabet. For every of the months there was a designated tree. From this a ‘tree calendar’ wheel emerged
Most archaeologist and historians accept another calendar. This calender is represented by the surviving fragments of a great bronze plate, the Coligny Calendar, which originally measured 5 feet by 3-1/2 feet. This plate, found in eastern France, was engraved in the Gaulish language (similar to Welsh) in Roman-style letters and numerals. It depicts a system of time keeping by lunar months, showing 62 consecutive months with 2 extra months inserted to match the solar timetable. They appear to have worked with a 19-year time cycle that equaled 235 lunar months and had an error of only half a day.
The third school of thought is an amalgam of both of the others. The proponents of this last theory believe that the first calendar pre-dates the Coligny discovery.
It is from ancient writers such as Caesar that we learn that the Celts were to have counted by nights and not days and in reckoning birthdays and new moon and new year their unit of reckoning is the night followed by the day.
Ancient Celtic philosophy believed that existence arose from the interplay between darkness and light, night and day, cold and warmth, death and life, and that the passage of years was the alternation of dark periods (winter, beginning November 1) and light periods (summer, starting May 1).
The Druidic view was that the earth was in darkness at its beginning, that night preceded day and winter preceded summer a view in striking accord with the story of creation in Genesis and even with the Big Bang theory. Thus, Nov. 1 was New Year’s Day for the Celts, their year being divided into four major cycles. The onset of each cycle was observed with suitable rituals that included feasting and sacrifice. It was called The Festival of Samhain – linked with Halloween.
The Celts measured the Solar year on a wheel, circle or spiral, all of which symbolize creation and the constant movement of the universe Ð growth and development.
To the ancients, the heavens appeared to wheel overhead, turning on an axis which points to the north polar stars. At the crown of the axis, a circle of stars revolved about a fixed point, the Celestial Pole, which was believed to be the location of Heaven.
At the base of the axis was the Omphalos, the circular altar of the Goddess’ temple. The universe of stars turning on this axis formed a spiral path, or stairway, on which souls ascended to Heaven.
This Sunwise, clockwise, or deiseal (Gaelic), motion of the spirals represented the Summer Sun. The continuous spirals with seemingly no beginning or end signified that as one cycle ended another began Ð eternal life. The spiral’s never-ending, always expanding, motion also symbolized the ever- increasing nature of information and knowledge. Many of these symbols often also appeared in triplicate, a sign of the divine.
In addition, the seasons of the year were thought to be part of this cycle. In Gaelic, the names of the four seasons date back to pre-Christian times:
- 1. Earrach for “Spring”
2. Samhradh for “Summer”
3. Foghara for “Harvest” for Autumn
4. Geamhradh for “Winter”
Festivals – Law
The social structure of Iron Age Celtic society was highly developed. It was a tribal society that was bonded together by a complex system of laws and social customs. The established body of Law was known as ‘Fenechas’, the law of the Feine (Freemen), or more commonly, the Brehon Laws. This body served the People for centuries.
The most common body of Brehon Laws was codified in 438, by the order of Laighaire, a High King of Ireland. The proceedings by which this work was done by three Kings, three Brehona (Recitors of the Law), and three Christian missionaries. By this act Pagan Fil’ and Christian monks came together and worked out a set of laws that was workable for people of both religions. The body of that law has been transmitted to us in the volumes known as the Senchus Mor.
The body of Law known as Brehon Law, as contained in the Senchus Mor is a body of national law. However, national law was secondary to local law. Whether local or national it was the Brehons who acted as the recitors of the Law.
There has been some confusion about who acted as the judge. It was the nobility who acted as such. As stated the Brehons were the recitors of the Law. After the Brehon had recited the Law, only then could the King or Queen render a decision. This is why lore is replete with examples of the Kings or Queens Druid, actually the Ard-Fili, having the right to speak before the King.
If the Brehon, who was a member of the intellectual/skilled caste, recited the law incorrectly they were expected to forfeit their fee and pay damage costs. The Brehon laws were responsible for regulating how people interacted. Hospitality, etiquette and other things were set out in ways that left little room for doubt. The codes of behavior established in the Law was such that all members of a family had to adere to it.
Codes of behavior and levels of responsibility were laid down in the laws for each social group. The more responsibility a social group had, the more restrictions were placed on them. Status was determined by the ownership of cattle and a few other things. There was no concept of land ownership in early Celtic society. This stands in sharp contrast to the Roman and Anglo patterns.
Druids also carried out sacrifices of crops, animals, and during specific festivals, humans. In a Celtic society, people were not executed for crimes, except during these festivals. Such executions varied, depending on what god the execution was dedicated to. Among the most famous is the human sacrifices practiced in the course of Essus worship.
Essus was, more or less, a benevolent law god to many Celts, particularly Gauls. However, Essus worship also intoned a sense of merciless behavior toward repeated criminals, rapists, traitors, and other societal dregs. The offender, if found guilty, would be taken to the temple of Essus, where an oak would be growing through an opening in the temple roof. His stomach would be cut open, and he would be hung from an oak branch.
The Celts’ gods were often named after natural things. For example the source of rivers would often have their own goddesses, though rarely many gods. Another theme with Celt gods were triple deities; not only goddesses, but numerous gods. For example the Mothers of Britain, or Cromm Cruach’s slovenly, deific, and humanistic forms. The main deities of Celtic religion, contrary to much misconception, were usually male.
The world in some remaining myths is often depicted as having been forged by a god with a hammer, such as Dagda or Sucellos, who then poured all life from a magic cauldron or cup; a source of pre-Christian Holy Grail’ myths in Celtic societies.
While deities varied, several constant deities or demigods existed over a wide area. A great example is Lugos, a heroic sun god from Gaul and the southern, Gallic parts of Britain. He is also known as Lugh (in Ireland), Llew (in non-Gallic Britain), and Lug (among Celtiberians, who were not culturally true Celts). Early depictions of him exist as early as the Hallstatt era, suggesting him as one of the longest existing gods of Celtic religion.
Similar is the horse and fertility goddess, Epona, who was also worshipped by the Romans when they came to rule Gaul. She also seems to have existed from the early era. Finally, there is Sucellos, who is argued by some to have been the ‘creator of the universe’ in some Celtic religions. He is party to Dagda of Ireland, and was worshipped over an enormous area, including by non-Celtic peoples such as the Lusitani.
He was the patron god of the Ordovices tribe of Britain, and was built up by the Arverni and their allies to replace the druidic god Cernunnos, as the Gallic druids were allies of their enemies in the rule for Gaul; the Aedui. Other religious practices also existed; Celts seem to have universally removed body hair.
Some postulate this as religious, but was more realistically part of the Celtic propensity for cleanliness. Body hair kept dirt close to the body, and Celts were an extremely cleanly people, so this was unacceptable. However, Celts also took heads from dead enemies. This was definitely a religious practice in origin.
However, even post-Christian Gaels continued this practice into the middle ages; some Irish even took to scalping the heads that they took, so they could braid the scalp through rings on their weapons. The religious connotations by that point were slim, but it does imply that taking heads had incredible cultural importance to have persisted so long after the religious background had been removed.
Celts believed the soul resided in the head, and that capturing a head meant that one captured the soul of an opponent, and that when a Celt died, the dead whom he had collected would serve him as slaves for eternity.
(TO BE CONTINUED)
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The Bamboula is the representation of a dancing black person from 1901.
Martin article number 179
The height of this figure is 20 cm (7,8 inch), after winding his body waggles from left to right and his arms moving up and down.
This “Bamboula” dance form dates back a long time
The first figure is produced by George Flersheim and the other one by Fernand Martin, recognizable by the shape of the keys
A peace of history:
The bamboula, from the Bantulanguages of central and southern Africa, is derived from kam-bumbuluand ba m’bula, meaning a drum fashioned from a section of giant bamboo with skin stretched over it, as well as the rhythmic danceaccompanied by music from these drums.
Originally from Africa and although today is said to be related to the African Bomba from Puerto Rico.
The bamboula shape appears in a Haitian song in 1757 and made its way to New Orleans even before the 1791 slave revolt.
The bamboula became a dance performed to the beat of the drums, usually during festivals, celebrations and ceremonies.
The Haitian Revolution (1791–1804) was a slave revolt in the then French colony of Saint-Domingue and led to the free black republic of Haiti.
At the beginning of the revolution, thousands of Haitian immigrants included many free people of color, whites, and enslaved Africans had fled the colony and a large number of them settled in Louisiana and set up new plantations there. In 1803, Napoleon authorized the “Louisiana Purchase”, leaving a huge area west of the Mississippi in the hands of the United States.
The enslaved Africans gathered during festivals, celebrations and ceremonies in New Orleans at the Congo-Square on the edge of the French Quarter area to dance the bamboula together.
The American composer Louis Moreau Gottschalk, born in New Orleans composed in 1848 a piece for Piano entitled Bamboula “Danse des Negres”.
Sources: From Wikipedia, the free encyclopedia, and tanks to “Period Paper” that I may use the picture from 1895 print.
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A fake Pusher server for development and testing.
- pusher-fake-example - An example of using pusher-fake with Cucumber to test a Rails application.
Fully recreate the Pusher API service for development and testing.
- Using a remote API for testing is slow.
- Working offline is currently impossible.
- Wasting connections and messages in development is unreasonable.
pusher-fake uses the MIT license. See LICENSE for more details.
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Definition of mouldering
- of Moulder 2
The word "mouldering" uses 10 letters: D E G I L M N O R U.
No direct anagrams for mouldering found in this word list.
Words formed by adding one letter before or after mouldering (in bold), or to degilmnoru in any order:
s - smouldering
All words formed from mouldering by changing one letter
Browse words starting with mouldering by next letter
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Hikvision Network Column Speaker 30W is a cutting-edge audio solution that seamlessly integrates with CCTV camera systems, providing enhanced audio capabilities for comprehensive security applications. With high-speed industrial-grade dual-core chips and dual storage backup, this speaker for CCTV camera ensures stable and reliable system performance. In this article, we delve into the Hikvision Network Column Speaker 30W technology highlights, focusing on its robust system performance, network security features, and advanced audio functionalities.
Robust System Performance: Industrial-Grade Components for Reliability
The Hikvision Network Column Speaker 30W is powered by high-speed industrial-grade dual-core chips, which provide the necessary processing power for seamless audio integration with CCTV camera systems. Additionally, with built-in NOR Flash+EMMC dual storage and support for dual system backup, this speaker for CCTV camera ensures stable and reliable performance even in demanding environments. This robust system architecture guarantees uninterrupted audio output, allowing users to rely on the speaker for critical announcements and alerts.
Network Security Features: Protecting System Integrity
Hikvision understands the importance of network security in audio systems. The Network Column Speaker 30W supports secure startup, user login locking mechanisms, and password complexity prompts, enhancing system security. Furthermore, it incorporates a security audit log traceability feature, allowing administrators to monitor and track system activities for improved network security. These measures ensure that the speaker for CCTV camera remains protected against unauthorized access, safeguarding the overall integrity of the CCTV camera system.
Hikvision Network Column Speaker 30W elevates the audio capabilities of CCTV camera systems, providing a powerful and reliable audio solution for comprehensive security applications. The speaker’s high-speed industrial-grade dual-core chips and dual storage backup ensure stable and dependable system performance. Including network security features, such as secure startup, user login locking mechanisms, and password complexity prompts, adds an extra layer of protection to the system. Hikvision continues to innovate in the industry, delivering cutting-edge technologies that enhance the effectiveness and functionality of CCTV camera systems, providing users with comprehensive security solutions.
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By Rafael Yanushevsky
Книга glossy Missile information sleek Missile GuidanceКниги Наука. Техника Автор: Rafael Yanushevsky Год издания: 2007 Формат: pdf Издат.:CRC Страниц: 240 Размер: 2,7 ISBN: 1420062263 Язык: Английский0 (голосов: zero) Оценка:Written by way of a professional with greater than 30 years of expertise, smooth Missile information comprises new analytical effects, received via the writer, that may be used for research and layout of missile suggestions and keep watch over structures. This e-book covers not only new tools neither is it in simple terms a compilation of older tools, even though it contains either. The publication discusses, in a logical development, with its transparent elucidation of the information legislation, the complete box from missile dynamics to modeling and checking out missile information and keep watch over platforms. not like present books that debate extremely simple and infrequently unrealistic information process types, this publication provides missile information types that describe extra exactly the dynamics of the missile flight keep an eye on approach, making analytical effects more beneficial in perform. The research of missile assistance procedure types within the time-domain and within the frequency-domain permits the new release of alternative advice legislation that complement one another. Taking smooth, rigorous process that ends up in enhanced functionality in missile counsel functions, the e-book examines new assistance legislation, and corresponding algorithms for producing and trying out those legislation, and contains potent new software program courses constructed through the writer. the writer presents an leading edge presentation of the theoretical features of contemporary missile suggestions that rather probably can't be present in the other publication. It delineates new principles that, as soon as crystallized, will considerably enhance missile structures functionality.
Read or Download Modern Missile Guidance PDF
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Extra resources for Modern Missile Guidance
It will be used to determine the miss distance for a wide class of target maneuvers. 3 FREQUENCY DOMAIN ANALYSIS First we consider the fourth-order flight control system, which is widely used in the initial stage of analysis and design. Then the obtained expressions will be generalized for the n-th order system. 34 Modern Missile Guidance Miss y(tF) Target Maneuver .. aT = yT – 1 S2 . λ λ 1 vcl t go y S G1(s) Seeker Dynamics Nvcl G2(s) .. 6 Missile guidance model. 6. Here, missile acceleration aM is subtracted from target acceleration aT , and the result is integrated to obtain the relative separation between a missile and target y, which at the end of flight tF is the miss distance y(tF).
The more rigorous formulation of the problem of nullifying the LOS rate was given earlier in this chapter, where PN was presented as a control problem. Commanded acceleration was considered as a control and the LOS and its derivative were chosen as the state variables. In a different way the PN guidance law was considered as a control action in Reference . The 1960s were marked by significant results in optimal control theory. It was shown that linear controls are optimal in the case of systems characterized by linear differential equations and a 18 Modern Missile Guidance quadratic functional as their performance index .
The goal of guidance is to reduce the miss distance to the smallest feasible amount. Target maneuvering plays a major role in determining missile system performance. The miss distance due to a step target maneuver is the miss step response, similar to the well-known time-domain characteristic in control theory. Below we obtain analytical expressions of miss distance for simple models of PN guidance systems. Unfortunately, in the time domain the closed-form solutions cannot be obtained for high-order models realistically reflecting autopilot and airframe dynamics.
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As the second leading cause of cancer-related deaths in men, prostate cancer is a concern for all men. Regular screening that begins around the age of 50 is a critical tool for tackling this disease before it has a chance to become lethal. Sometimes, however, the disease isn’t recognized until development is well under way. When this is the case, it’s important for men to understand the signs and symptoms of the disease so they can seek out necessary treatment.
Some of the more common signs of prostate cancer include:
- Problems related to urination – When men have problems passing urine, such as weak or slow streams, an issue with the prostate might be present. There are other causes so this shouldn’t be a panic point, but it should be investigated.
- Blood in the urine – This is also a sign of other potential problems aside from prostate cancer. Blood in the urine, however, can indicate serious conditions, so it is vital to get checked out immediately if this symptom arises.
- Erectile dysfunction – Again, there are many causes for this, but it’s a symptom that can be especially troubling for men. Getting it checked out and treated is important.
- Pain – When pain is present in the hips, chest or spine, it could indicate that cancer has spread from an origination point to the bones.
- Bladder control issues – These may also be related to prostate cancer.
Prostate cancer is a serious disease, but it has a serious survival rate for those who are able to have it detected and treated early. To prevent complications from its related symptoms, it’s important to seek medical assistance if any of the signs crop up. It’s also important to undergo regular screening beginning around the age of 50 to ensure that if prostate cancer does form, it’s treated as quickly as possible.
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So "Fancy" Diamond Colors Are a Real Thing—Here's Why They're So Rare
Photo:Sophie Elgort Courtesy of Forevermark
When you think of a diamond, you think of a crystal-clear sparkly rock. Considering the fact that clarity is one of the main factors in determining a diamond’s value, settling for anything less than a perfectly colorless stone seems unusual. That is, of course, unless you’re buying a "fancy diamond." Believe it or not, fancy-colored diamonds are what you call any diamond that falls outside of the normal color range of light yellow to light brown. All diamonds are graded on a color scale ranging from D to Z. Within this range, as the color of a diamond becomes more obvious, it decreases in value, but the exact opposite happens when dealing with fancy diamonds—the more vibrant the color, the better. Any color that falls outside of the Z range is considered "fancy" and is treated as such.
The fancy diamond colors you are probably accustomed to are yellow, pink, and black, but it’s the rarer ones like red, purple, and green that we are excited to share with you today. Colored diamonds are still diamonds in composition, but they are slightly defected, if you will. Each color is the result of a different atomic deformation causing a unique color in each individual stone. Since these deformations are not the norm, fancy diamonds have become extremely rare and sought-after, usually racking up a very steep price point.
Ahead, read up on exactly what causes each fancy diamond color, and shop some stunning colored-diamond jewelry along the way.
Red diamonds are the rarest and most valuable diamond color on the market. They are caused by a deformation in the diamond crystal lattice called plastic deformation. Once the lattice gets twisted, a sort of bruise is formed. When light passes through this deformation, red wavelengths of light are transmitted, which is what we see with the naked eye.
According to my research, there still is not a ton of evidence as to exactly how purple diamonds are formed, but what we do know is that most of the time, hydrogen was found within the center of the stone, along with plastic deformation. Purple diamonds are the second-rarest color after red.
Orange diamonds are formed via the presence of nitrogen in the diamond and its formation of those nitrogen atoms within the stone. That formation absorbs blue and yellow light, resulting in the transmission of the orange hue we see.
Yellow diamonds are the second-most-common diamond color next to brown diamonds. This color is formed by the substitution of nitrogen atoms for carbon in the diamond’s crystal lattice. Similar to orange diamonds, this causes a slight absorption of blue light which is transmitted as yellow.
Pink diamonds are formed in essentially the same way as red diamonds, through plastic deformation in the diamond due to stress within the Earth. When light passes through the stone and creates a red diamond, that means the light transmission is really strong. This is extremely rare. Normally, the light transmission is rather weak, causing the diamond to look pink.
Green diamonds are primarily caused by exposure to radiation. When that radiation comes into contact with the diamond, once again, the crystal lattice becomes deformed, knocking carbon atoms out of place. Unlike pink or red diamonds, this causes the stone to absorb the reddish light and instead, transmit green hues.
By now, you've hopefully caught on to the fact that a rare diamond color is usually formed by any alteration in the crystal lattice of the stone. Blue diamonds are no exception. This time, when boron atoms (or even a boron atom) works its way into the crystal lattice and replaces one of the carbon atoms, it causes a visible blue hue. Red light is absorbed, and cool tones like blue are transmitted.
Brown diamonds are the least rare of the "fancy" colors and are formed via—you guessed it—plastic deformation, which is when carbon atoms are displaced within the diamond's atomic structure. Most diamonds colors fall within the yellow-to-brown range, but when you get one as vibrant as the below, the value naturally increases.
Black diamonds are formed by large amounts of mineral inclusions, which minimizes the amount of light that is able to pass through the stone. In case you forgot, Carrie Bradshaw's engagement ring was a black diamond. When she asked Big why he chose that stone, he replied with "because you're not like anyone else." If that doesn't make you want a black diamond, I don't know what will.
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This is an exercise I made for my advanced adult class, to improve their conversation and consolidate identifying and using the correct tense when continuing or replying to a phrase. For example, "I wanted to come but I couldn't".There are 15 sentences and they have to fill in the missing words. It uses advanced British English but could be simplified by changing the vocabulary and tenses. The answers are at the bottom so you can cut them off before giving out the sheet, or you can make it easier again by jumbling the answers up and having the students match them to the sentences. I hope you find it useful.
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5 Pointers from the Pros
Sometimes being an event planner is a bit like being a doctor. Once people find out what you do for a living they immediately say, “let me ask you something…” insert event question. While we are not diagnosing the general population’s ailments, we are helping people of all sorts avoid mishaps and pitfalls BEFORE they occur one event at a time.
Here are some novice mistakes and pointers from a planner’s perspective:
- Always, always, always order more than you need if possible. This goes for food and beverage, chairs, linens, graphic design materials, etc. Keep it to inexpensive items-there’s no need to hire an extra band! But, people spill, items get lost and things get damaged. Anything you can do to give yourself a little wiggle room will result in a better event.
- Don’t forget the spouses and significant others for social events! When creating your guest list remember to include spouses or guests of those people you are inviting. It’s polite to allow guests to bring a date so they do not have to attend alone.
- A second pair of eyes never hurts. Even the most seasoned editor misses things once in a while. Ask a colleague or friend to review a plan, strategy or printed piece before finalizing it and they may notice something you did not.
- Think ahead. Keep a list of phone numbers handy. Map out a plan B and discuss worst case scenarios so you are prepared if and when things don’t go as planned.
- Be flexible. Try to be open minded with your vendors and they will do the same in return. The result will be a team effort that shines through on event day.
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One of the first things many of us look at when buying a new phone is battery life. A low battery notification sends us into a panic. Losing your charger is a disaster. So, imagine a phone that would run without a battery. It seems like a crazy idea but it is actually being developed in a lab at the University of Washington, Seattle.
Vamsi Talla is a research associate who has been working on a prototype cell phone at the lab of Joshua Smith, a computer science and electrical engineering at UW. The aim is the develop a phone that can still make calls and texts, even when the battery runs out. To do so, a re-think of how phones operate was required and the phone would need to rely on energy that came from sources in the environment rather than the battery.
Solar panels or photodiodes can turn light into electricity and an antenna can convert radio-frequency TV and Wi-Fi broadcasts into energy. Those two sources can generate a small number of microwatts, which is nowhere near enough the 800 milliwatts required to make a simple call.
The lab had to firstly develop a technique called backscatter to communicate by reflecting incoming radio waves. Collecting enough power to convert human speech into a digital signal is problematic and analogue technology is more power-efficient. The phone can use a digital signal to dial numbers but using backscatter for voice calls means it is utilising analogue technology.
The phone with no battery is still a long way off. It has a touch-sensitive number pad and a tiny red LED. To operate as a touchscreen phone it would need over 100,000 times as much as Talla’s phone needs. It functions more like a walky-talky than a phone, with buttons being pressed in order to talk to the caller and a lot of static. They’re working on a next generation device with an E-Ink display and possibly a camera.
To read more about this, visit the story’s page on Wired.
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With an Introduction and Notes by John M.L. Drew, University of Buckingham. Wilde's only novel, first published in 1890, is a brilliantly designed puzzle, intended to tease conventional minds with its exploration of the myriad interrelationships between art, life, and consequence.
From its provocative Preface, challenging the reader to believe in 'art for art's sake', to its sensational conclusion, the story self-consciously experiments with the notion of sin as an element of design. Yet Wilde himself underestimated the consequences of his experiment, and its capacity to outrage the Victorian establishment.
Its words returned to haunt him in his court appearances in 1895, and he later recalled the 'note of doom' which runs like 'a purple thread' through its carefully crafted prose.
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As 3D artists, we are dealing with pure electrical energy. But that is the key, Energy. According to Physics, Energy is the ability to perform work. According to Spirituality -- Energy is the key to everything. Everything is energy -- a quantum wave of unimaginable possibilities.
Human beings here on Earth (and other intelligent, thinking beings elsewhere in the Universe) all possess Intelligence. They vibrate at certain frequencies and can change their vibrations at will. When a human being dies, his or her consciousness jumps to a higher energy level, while their body becomes an organic sculpture that is readily decomposed. Element are things that can be changed. To put it simply, Intelligence are things that Act, and Element are things that are acted upon. Basically, humans have the ability to collapse the Quantum Wave in an infinite number of patterns -- there is nothing a human being cannot do, cannot have, and cannot be. They can do it Consciously (and become the thing that Athiests don't believe in), or they can do it Unconsciously (and become the thing that Athiests believe in). Everything is in waves, we just change the unobserved into the observable.
Energy is infinite in the Universe, it's all around us, waiting to be used. Computer 3D Artists sculpt energy into what they want to do with it. That's all they do.
So, I don't know why there is division among 3D Artists. All 3D Artists work in the EXACT same medium and they use the EXACT same creation process. Thought -> Visualization -> Emotion -> Action -> Manifest. Some 3D Artists have a quicker workflow: their workflow from thought to Manifestation is in minutes to hours (they use models purchased from stores like DAZ 3D and Renderosity). Other 3D Artists have a slower workflow (they do everything from scratch up and work in Maya, 3D Studio, Mudbox, ZBrush, and Cinema4D). Their workflow from thought to Manifestation is in days (measured in months and years).
Other artists use Energy as their primary medium, but they also work with matter. Sculptors of Marble just take away the excess stone. Clay sculptors just shape and mold clay. Painters brush oils, acrylics, and watercolors on paper or canvas. People who make bronze statues just need to pour the molten bronze into molds. People who draw take pencil to paper, and on down the line. Computer 3D Artists work in absolute pure Energy. As long as there are electrons, and electricity (which is energy), we can create anything and have it with Artistic value.
Energy is the ultimate plastic medium. It can take any shape, any color, any shade, any value. Matter, which is spent energy, has to be coaxed to be molded. Energy can be readily molded, shaped, sculpted, cut, formed, kneaded, cooked, baked, rendered, and whatever else to take the shape you need it to be.
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Returning to Hazelwood's Core: A New Approach to Restrictions on School-Sponsored Speech
Emily Gold Waldman
Pace University - School of Law
Florida Law Review, Forthcoming
This article analyzes two major circuit splits that have developed in the wake of Hazelwood v. Kuhlmeier, 484 U.S. 260 (1988). In Hazelwood, the Supreme Court upheld a high school principal's censorship of a student newspaper produced in a journalism class, holding that school restrictions of student speech in school-sponsored settings are permissible as long as the restrictions are reasonably related to legitimate pedagogical concerns. Since then, Hazelwood has been invoked not only in a broad range of student speech contexts, but also in cases involving teachers' classroom speech, curricular and textbook selections, and the speech of outside entities in the school setting. The circuits, in turn, have divided over (1) how broadly Hazelwood should extend and (2) whether Hazelwood permits viewpoint-based speech restrictions, which are generally prohibited under the First Amendment.
Each of these splits has generated much discussion by courts and commentators. But the two splits are rarely considered in tandem. In this article, I argue that the two circuit splits are actually connected in a crucial way: Hazelwood's over-extension has unnecessarily muddled the viewpoint discrimination question. After tracing the two evolving circuit splits and the relationship between them, I discuss why Hazelwood is uniquely suited to student speech cases, and why other existing legal frameworks are better equipped to handle the remaining school speech categories to which Hazelwood has been applied. I further argue that returning to Hazelwood's origins as a student speech case helps to clarify the viewpoint discrimination issue. In this vein, I propose a new sliding-scale framework for evaluating schools' viewpoint-based restrictions of student speech.
Number of Pages in PDF File: 79
Keywords: student speech, Hazelwood, education law
Date posted: September 11, 2007
© 2015 Social Science Electronic Publishing, Inc. All Rights Reserved.
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The school has adopted Norfolk’s Policy on equal opportunities that ensures all children have access to a broad and balanced curriculum.
Nursery (FS1) and Reception (FS2) children follow the Early Years Foundation Stage Curriculum which identifies Early Learning Goals. Children will work towards achieving these goals by the end of their Reception year. The children progress towards these goals by way of a series of developmental phases, and planned learning opportunities are linked to these steps.
Play is a powerful medium for learning and forms a sound basis for later teaching and learning. Through this play based curriculum, your child will have the opportunity to develop and use intellectual, communication, social, and physical skills.
The children will have a balance between teacher directed and child initiated activities during each session. All children will be encouraged to share in all activities, and these will be tailored to suit individual needs.The children will also be given an opportunity to take part in a variety of outdoor activities on a daily basis.
The learning for Foundation Stage children is divided into seven areas, 3 prime areas and 4 specific areas.
Personal, Social and Emotional Development (PSED)
The children are encouraged to establish and develop effective relationships with children and adults, to take turns and share, to develop confidence and independence, to be sensitive to the needs and feelings of others, to treat living things, property and the environment with care and concern, to express their feelings and behave in an appropriate way, and to show respect for people of other cultures and beliefs.
Childrenwill be provided with opportunities to talk and communicate in a wide range of situations. They will be encouraged topractice, extend and enrich their range of vocabulary and the communication skills they have. The children will be supported to develop their listening skills.
Physical Development (PD)
Children will be able to improve their fine manipulative and co-ordination skills by using a range of equipment, materials, and tools which encourage careful control. They will practice running, jumping, climbing, balancing, and using large and small apparatus, which will encourage them to move confidently with increasing control and awareness of space and safety.Children will begin to understand how their bodies work and what they need to do to be healthy and safe.
Children will be encouraged to use, share and enjoy books and to join in with poems and rhymes. They are taught to write and draw with increasing control, and learn to recognise and write letters, words and symbols, and to write their own names. FS1 and FS2 children are taught sound recognition through Read, Write Inc. This is continued and extended as the children enter Key Stage 1.
Children will be helped and encouraged to develop their understanding of number, measurement, pattern, shape and space and use the mathematical language that goes with this. They will experience a wide range of activities and opportunities for children to explore, enjoy, learn, practice and talk about these concepts.
Children will be encouraged to talk about where they live, their environment, their families, and about past and present events in their own lives. They will look closely at similarities and differences in natural and man-made things, and will observe, ask questions and suggest explanations for what they see. They will learn to choose materials and use tools appropriately to make things, and will develop basic ICT skills, using computers, interactive whiteboards, programs and programmable toys linked to the curriculum.
Expressive Arts and Design (EAD)
Children will be given opportunities to represent their ideas by drawing, painting, and using a wide range of material. They will explore colour, shape, texture, form, and space. They will listen to, and make music, and will be encouraged to use their imagination when playing and exploring.
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A child’s normal body temperature is about 98.6 degrees F, but can also be as low as 97 degrees or as high as 99 degrees. Although core body temps for adults and kids are the same, kids generally spike higher fevers. In addition, temperature can fluctuate throughout the day; higher readings are typical in the late afternoon and early evening, then the body temperature dips at bedtime and reaches its lowest point between midnight and early morning. A child has a fever when her body temperature rises to 100.4 degrees F (38 degrees C) or higher.
Some children will tolerate a low-grade fever (under 102 F) well, remaining active and eating and sleeping normally. More typically, however, fevers cause discomfort and your child will act sick. He may be sweating, shivering, develop a headache and muscle aches, lose his appetite, and become irritable. Feverish babies may fuss more, or seem lethargic. Older children may not be as active or talkative. Depending on the cause of the fever, your child may also have an earache, sore throat, diarrhea, or feel nauseous. Feverish children may also become dehydrated easily and their heart rates and breathing may speed up (i.e. the body uses more energy and loses more fluid).
Rarely, a child with a fever will develop more serious symptoms that require immediate medical attention. These symptoms include:
Neck and back stiffness
If your feverish child is over age 2, check to see if she can bend her head downward so that her chin touches her chest, or if she can bend over and touch her toes. If she cannot, it could be a sign of bacterial meningitis, a serious, life-threatening inflammation of the meninges, the membranes (lining) that enclose the brain and spinal cord. The stiff neck and fever may also be accompanied by a severe headache, vomiting, extreme sleepiness. In babies and children under 2, the classic symptoms are difficult to detect. These children may become very irritable or sleepy, feed poorly, and vomit. As the illness worsens, seizures can occur at any age. Bacterial meningitis is rare now, thanks to the widespread use of the Hib vaccine, but it is serious and can do a lot of damage in a very short time, so all parents should be aware of the symptoms. (Viral meningitis is more common but not nearly as serious.)
Whenever a child has a fever you should keep an eye out for rashes. A variety of different rashes may accompany a fever and are relatively harmless, but one that may be more serious: petechiae, which are tiny bright red spots that do not fade (blanch) when you press on them. These rashes result when blood is leaked into the skin. While this rash mostly occurs as a result of excessive coughing or vomiting, it may, rarely, be a sign of more serious illnesses like meningitis or sepsis, which is an infection in the bloodstream, and requires prompt medical attention.
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See-Cure technology addresses the two most-often asked questions about light-curing products: How do I know I've dispensed enough adhesive? and How do I know when it is cured? Adhesives that are formulated with the See-Cure technology are bright blue in color in the uncured condition. This makes them easy to see on the surface of substrates, in deep wells, or when sandwiched between two layers of materials. The blue-colored See-Cure adhesives will not permanently stain the component surfaces that they contact. Because the blue color is extremely visible, simple vision systems can be incorporated into assembly processes prior to curing in order to easily identify adhesive coverage and profile. Then, the adhesive’s blue color becomes the visible indicator that identifies when sufficient light energy has been provided to the adhesive bond area to achieve full cure. As the adhesive cures, the blue color within the adhesive fades and ultimately turns clear upon full cure.
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Aside from skin, breast cancer is among the most notorious forms of cancer in women. According to Breastcancer.org, in the United States, roughly 1 in 8 women will develop breast cancer over the course of her lifetime. With so many diagnoses, it’s important to remain proactive in checking for signs of breast cancer, as early detection can result in easier treatment. Here’s the “need-to-knows” of breast cancer screenings to ensure you stay on top of your health.
Though it’s important for every woman to consider breast screenings, some women may be more susceptible to the disease than others and need to take even greater precautions.
- Family History- While having a family history of breast or ovarian cancer does not mean you will automatically be diagnosed with breast cancer, having a history of cancer puts you at higher risk than the average woman. Your doctor can determine your level of risk and offer regular screenings to check for early signs.
- Age- Women who are older than 50 are at higher risk for breast cancer than younger women. According to The Telegraph, 81% of breast cancers occur in women 50 years of age and older, and the risk increases along with their age. The U.S. Preventive Services Task Force, or USPSTF, recommends that women between the ages of 50 and 74 seek mammograms every other year. Women between the ages of 40 and 49 should speak to their doctors to determine when they should plan to begin regular mammograms and how often they should receive the screenings.
While screenings cannot prevent breast cancer, they can detect early signs when cancer is easier to treat. If you want to get screened, your doctor will be able to help you schedule an appointment.
- Mammogram- Mammograms are breast X-rays that take two pictures of each breast. These screenings are recommended to take place regularly, as they are able to detect early signs of cancer. Currently, mammograms are the most common type of screening and the best way to detect breast cancer early.
- Digital Breast Tomosynthesis (DBT)- DBT is another type of mammogram. Instead of a 2-D X-ray result, DBTs use a rotating X-ray arm to produce 3-D images of the breast.
- Breast Magnetic Resonance Imaging (MRI)- MRIs use magnets and radio waves to capture images of the breast. Often used in conjunction with mammograms, MRIs are used to screen high-risk women.
- Ultrasounds- Ultrasounds use sound waves to produce images of the breast tissue. They are often used in conjunction with mammograms as well.
Many women who see doctors annually are given clinical breast exams. During these exams, doctors search for lumps or changes in the breast with their hands. In addition to clinical breast exams, women can conduct self-exams to check for lumps or inconsistencies between doctor visits and screening appointments. While these exams can indicate concerning symptoms, they should not replace regular clinical or hospital screenings.
For more resources regarding breast cancer diagnoses and screenings, visit the Centers for Disease Control and Prevention website, which provides comprehensive guides and charts.
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The award was given to Metzger for her presentation, "Guess Who's Coming to Dinner: Life, Love, and Racism in America." Metzger presented the work alongside her husband at the 2020 SECAC Conference on the panel All in the Family: On Raising Kids Together as Artists in Academia.
As a 2020 SECAC EDI award recipient, my dedication to inspire the next generation of “underrepresented individuals in higher education and arts institutions,” will not go unnoticed. SECAC’s dedication to ensuring an equitable, diverse, and inclusive environment intersects substantially with my personal practice of using the arts to create positive change within. My participation in the 2020 SECAC Conference with my presentation, "Guess Who’s Coming to Dinner: Life, Love, and Racism in America," furthers SECAC goals to recognize the exceptional work of those who are historically underrepresented. As a socially engaged artist, my research interests revolve around the transformative power of art and its ability to create new experiences, rebirth, and reignite the spirit of underserved communities.
Having studied at two historically Black colleges and universities and one private, traditionally white institution, my unique educational background and experience have provided me with a strong foundation built on compassion and acceptance. My commitment to diversity and inclusive excellence in higher education stems from my present and past experiences as a Black female student. Experiences of microaggressions and discrimination are commonplace for Black students in majority white institutions. The lack of inclusivity within these spaces is a source of inequity and a driving force in my quest to find solutions that will bridge gaps between communities.The 2020 SECAC EDI award makes room for me to continue incorporating social justice practices in my curriculum by exposing my colleagues and students to diverse, inclusive, and equitable environments. -Rikiesha Metzger, Cohort ’19
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Pupils have Transform lessons in Year 7 and Year 8 of Perins. During this time our aim is to develop their ‘soft skills’ and give them tools to use for life. We base our projects around the development of six key skills needed for life-long learning. These skills are judged against a grid which splits the development up into Basic, Better and Best.
- Effective Participation
- Creative Thinking
- Independent Enquiry
- Reflective Learning
- Team Work
- Self Management
Two projects are carried out per half term and each project has two key skills linked to it so that each key skill is visited twice during the course of the year.
Year 7 Example Projects
- 7Billion Ideas– Invention project
- Human Rights- public speaking project
- Connect with Respect- Cyber-bullying project
- First Aid Certificate
- Include me- Disability awareness
- Youth Justice- Felton Prison
Year 8 Example Projects
- Sensational Science
- Discover Arts Award – National Award credited by Trinity College London.
- Career Project – CV & interview project
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Select an available sequence database from this menu.
Select an available version of the sequence database from this menu.
Select an available tissue/cell-specificity from this menu.
Selecting this option will filter the sequence menu to only contain databases that have additional information that is specific to a tissue or cell line.
This option causes MEME Suite to use tissue/cell-specific information (typically from DNase I or histone modification ChIP-seq data) encoded as a position specific prior that has been created by the MEME Suite create-priors utility. You can see a description of the sequence databases for which we provide tissue/cell-specific priors here.
Note that you cannot upload or type in your own sequences when tissue/cell-specific scanning is selected.
Enter text naming or describing this analysis. The job description will be included in the notification email you receive and in the job output.
You provide one set of sequences and MEME discovers motifs enriched in this set. Enrichment is measured relative to a (higher order) random model based on frequencies of the letters in your sequences, or relative to the frequencies given in a "Custom background model" that you may provide (see Advanced options).
You provide two sets of sequences and MEME discovers motifs that
are enriched in the first (primary) set relative to the second (control) set.
In Discriminative mode, we first calculate a
from the two sets of sequences.
MEME then searches the first set of sequences for motifs using the
position-specific prior to inform the search. This approach is based on the
simple discriminative prior "D" described in Section 3.5 of
Narlikar et al.
We modify their approach to search for the "best" initial motif width, and
to handle protein sequences using
Refer to the psp-gen documentation and to our paper for more details.
You provide two sets of sequences and MEME discovers motifs that are enriched in the first (primary) set relative to the second (control) set. In Differential Enrichment mode, MEME optimizes an objective function based on the hypergeometric distribution to determine the relative enrichment of sites in the primary sequences compared to the control sequences.
Position-specific priors (PSPs) assign a probability that a motif starts at each possible location in your sequence data. MEME uses PSPs to guide its search, biasing the search towards sites that have higher values in the PSP. MEME creates a PSP when you use it in "Discriminative mode", up-weighting words in the primary dataset that occur frequently there but are infrequent in the negative dataset.
Spaced triples are sub-sequences in which only the first and last letter (residue or amino acid for protein) and one interior letter are used in matches. For example, the subsequence MTFEKI contains the following triples:
MT...I M.F..I M..E.I M...KIwhere "." matches anything. We use spaced triples for protein because the probability of exact matches is much lower than for DNA due to the much larger amino acid alphabet.
To score a word using spaced triples, we count how often each triple contained in the word occurs in the primary and control sequence sets, and use the maximum over all triples as the word count in the formula for scoring words described by Narlikar et al.
Please enter sequences that you believe share one or more motifs. When running MEME in "Discriminative" or Differential Enrichment" mode, this set of sequences is referred to as the "primary sequence set".
There may be at most 500,000 (primary) sequences in FASTA format. There is also a limit of 80,000,000 bytes for the entire contents of the input form.
Please enter sequences that you believe contain patterns you wish to avoid making motifs from. This set of sequences is referred to as the "control sequence set.
The control sequence set should contain sequences that are in some sense a contrast to likely sites for motifs (e.g. sequences rejected as unlikely to contain a transcription factor binding site), but otherwise similar to the primary sequence set.
There may be at most 500,000 control sequences in FASTA format. There is also a limit of 80,000,000 bytes for the entire contents of the input form.
You can use a background model with MEME in order to normalize for biased distribution of letters and groups of letters in your sequences. A 0-order model adjusts for single letter biases, a 1-order model adjusts for dimer biases (e.g., GC content in DNA sequences), etc.
By default MEME will use a the letter frequencies in the primary sequence set to create a 0-order background model. Alternatively, you may select 'Upload background model' and you can then specify here a file containing a background model in a simple format.
The downloadable version of the MEME Suite also contains a program named fasta-get-markov that you can use to create background model files in the correct format from FASTA sequence files.
This is where you tell MEME how you believe occurrences of the motifs are distributed among the sequences. Selecting the correct type of distribution improves the sensitivity and quality of the motif search.
MEME will keep searching until it finds this many motifs or until it exceeds one of its other thresholds (e.g., maximum run time). Note that unlike DREME, MEME does not use an E-value threshold, so you should always check the E-value of any motifs discovered by MEME.
This is the width (number of characters in the sequence pattern) of a single motif. MEME chooses the optimal width of each motif individually using a heuristic function. You can choose limits for the minimum and maximum motif widths that MEME will consider. The width of each motif that MEME reports will lie within the limits you choose.
This is the total number of sites in the primary sequence set where a single motif occurs. You can choose limits for the minimum and maximum number of occurrences that MEME will consider. If you have prior knowledge about the number of occurrences that motifs have in your primary sequence set, limiting MEME's search in this way can can increase the likelihood of MEME finding true motifs.
MEME chooses the number of occurrences to report for each motif by optimizing a heuristic function, restricting the number of occurrences to the range you give here.
If you do not select one of these fields, MEME uses the following defaults for the range of the number of motif sites, where "n" is the number of sequences in the primary sequence set:
|Zero or one occurrence per sequence||sqrt(n)||n|
|One occurrence per sequence||n||n|
|Any number of repetitions||sqrt(n)||min(5*n, 600)|
Checking this box instructs MEME to NOT check the reverse complement of the input sequences for motif sites when analyzing DNA or RNA sequences.
Note: When your sequences are RNA, you should select this option to ensure that only the given strand is searched for motifs.
Checking this box causes MEME to search only for DNA palindromes.
This causes MEME to average the letter frequencies in corresponding motif columns together. For instance, if the width of the motif is 10, columns 1 and 10, 2 and 9, 3 and 8, etc., are averaged together. The averaging combines the frequency of A in one column with T in the other, and the frequency of C in one column with G in the other. If this box is not checked, the columns are not averaged together.
Checking this box causes MEME to shuffle each of the primary sequences individually. The sequences will still be the same length and have the same character frequencies but any existing patterns will be obliterated.
Using this option repeatedly you can get an idea of the E-values of motifs discovered in "random" sequence datasets similar to your primary dataset. This can help you determine a reasonable E-value cutoff for motifs discovered in your unshuffled primary sequence dataset.
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Definition and epidemiology
Brain metastases are the most common form of adult brain tumour. 70% of brain metastases are multiple rather than solitary. Brain metastases is rare in paediatric cancers.
- Lung cancer
- Breast cancer
The symptoms are as for other brain tumours.
Diagnosis and evaluation
Contrast-enhanced MRi is the gold standard. Metastases are usually multifocal and have large perifocal oedema. Biopsy is performed in most cases.
Steroids can be used to reduce the oedema. Radiosurgery (gamma knife) can be used with curative intent if there are few lesions. Otherwise, whole brain radiation therapy is usually used.
If the primary tumour is chemosensitive, chemotherapy may cure the brain metastases as well.
Meningeal carcinomatosis refers to metastasis to the meninges from any carcinoid tumour. This usually results in cranial nerve symptoms. Tumour cells are present in the CSF.
Metastases to the vertebral column can compress the spinal cord and cause back pain or lumboischialgia. The primary tumour may be any thoracic or abdominal cancer, most commonly prostate, lung, or breast.
23A. Lumboischialgia and chronic back pain
24A. Paraneoplastic nervous system diseases
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A Snifaro is a floating Snifit sarcophagus found in Gritzy Caves in Mario & Luigi: Partners in Time. The name "Snifaro" is a portmanteau of "Snifit" and a corruption of "pharaoh," the name applied to Ancient Egyptian rulers who Snifaros are designed after (using the traditional pharaoh mummies' sarcophagus and wearing stereotypical pharaoh headdresses).
Snifaro has two main attacks. For the first, it positions itself in front of one of the Mario bros. and opens up its sarcophagus, revealing two Snifits inside, one standing on top of the other. Each Snifit then fires one bullet at the target, one after the other. If the sarcophagus lid opens to the Snifaro's right (away from the camera), the upper Snifit fires first; if it opens to the Snifaro's left, the lower one fires first. The lower one can be dodged by a jump, and the upper one is verry likely to hit the bros if he jumps. It is possible to jump over the top bullet however. Their second attack has the top Snifit jump out of the coffin and ride the sarcophagus like a rocket. The Snifaro flies high and then attempts to crash into a Mario brother. If the Snifit rides the sarcophagus normally (over the object), it attacks Mario. If the Snifit places itself under the sarcophagus, it attacks Luigi. This attack can be dodged or countered by jumping which if not, it may cause the trip status effect.
If a Bros. Flower is used against a Snifaro, the sarcophagus burns up, revealing two Snifits, one of which runs away, leaving the top Snifit (still labeled as "Snifaro") to fight on its own. This exposed Snifit attacks faster.
Names in other languages
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As you can tell from your work with Calvin Coolidge’s Cool College, once you start including lots of
if statements in a function the code becomes a little cluttered and clunky. Luckily, there are other tools we can use to build control flow.
else statements allow us to elegantly describe what we want our code to do when certain conditions are not met.
else statements always appear in conjunction with
if statements. Consider our waking-up example to see how this works:
if weekday: print("wake up at 6:30") else: print("sleep in")
In this way, we can build if statements that execute different code if conditions are or are not met. This prevents us from needing to write
if statements for each possible condition, we can instead write a blanket
else statement for all the times the condition is not met.
Let’s return to our
if statement for our movie streaming platform. Previously, all it did was check if the user’s age was over
13 and if so, print out a message. We can use an
else statement to return a message in the event the user is too young to watch the movie.
if age >= 13: print("Access granted.") else: print("Sorry, you must be 13 or older to watch this movie.")
Calvin Coolidge’s Cool College has another request for you. They want you to add an additional check to a previous
if statement. If a student is failing to meet both graduation requirements, they want it to print:
"You do not meet the requirements to graduate."
else statement to the existing
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Behavioral Health Task Force
The Behavioral Health (BH) Task Force is committed to advancing the understanding of laws impacting behavioral health, including the delivery of services to those living with mental illness, certain neurological conditions, substance use disorders or developmental disabilities, and reimbursement for such services. A complex framework of federal and state laws concerning privacy, information sharing and exchange, reimbursement, involuntary commitment, and other subjects provides unique challenges to healthcare providers and payors of behavioral health services. Scientific, legislative, and other developments, including healthcare reform, have presented new issues and opportunities in this area, including primary and behavioral healthcare integration initiatives, insurance coverage parity mandates, changes to Medicaid, and evolving public policy, to name a few. The BH Task Force will monitor and evaluate these laws and developments through written materials, webinars, and in-person educational activities so that AHLA members are better equipped to advise clients on behavioral health topics. In addition, the work of the BH Task Force will serve to raise awareness about how behavioral health laws influence health improvement efforts, and will include collaborative efforts with AHLA's Public Interest activities.
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Frankenstrike, formerly known as Benvicktor, is the Omnitrix's DNA sample of a Translyian from Anur Transyl.
Frankenstrike is based on Frankenstien's monster. He has a muscular body and grayish skin and scars/stitches on his face and body. He also has 2 green conductor coils sticking out of his back and he wears green gauntlents. He wears black pants and the Omnitrix is on the right side of his chest.
Powers and Abilities
- Frankenstrike can shoot and manipulate lightning.
- He can magnitize his feet to stick on metal places.
- He has enhanced strength and can survive in space.
- He can connect himself to machines and control them.
Opponents can absorb electricity through his generators.
- Be Afraid of the Dark
Ben 10: Omniverse
- Max's Monster
- Something Zombozo This Way Comes
- And Then There Were None (Benzarro)
- And Then There Was Ben (Benzarro)
- Cough It Up
- Color of Monkey
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Way to Grow! Gardening: Composting – Word Search (3rd-5th)
After reading Way to Grow! Gardening: Composting by Rebecca Pettiford use this printable and interactive Word Search puzzle to extend student learning. Find and circle words across, down, and diagonally.
7 - 11
2nd - 5th
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Primary education in Ireland, 1897-1990 : curriculum and context
- Thomas Walsh.
- Oxford [U.K.] ; New York : Peter Lang, c2012.
- Physical description
- xxi, 466 p. : ill. ; 23 cm.
- Rethinking education v. 12.
Education Library (Cubberley)
|LA669.62 .W36 2012||Unknown|
- Walsh, Thomas, 1976-
- Includes bibliographical references and index.
- Contents: Societal and Educational Context for Curriculum Provision (1897-1921) - Planning and Content of the Revised Programme of Instruction (1900) - Development of the Revised Programme of Instruction (1900-21) - Societal and Educational Context for Curriculum Provision (1922-71) - Planning and Content of the Primary School Curriculum (1922-71) - Implementation of the Primary School Curriculum (1922-71) - Societal and Educational Context for Curriculum Provision (1971-90) - Planning and Content of the Primary School Curriculum (1971) - Implementation of the Primary School Curriculum (1971-90).
- (source: Nielsen Book Data)9783034307512 20160610
- Publisher's Summary
- This book critically examines the context, origins, development and implementation of successive primary school curricula in Ireland between 1897 and 1990. It focuses on three particular policy changes during the period: the Revised Programme of Instruction introduced in 1900, the curricular provisions implemented following the achievement of independence in the 1920s and the Primary School Curriculum of 1971. These three eras are distinctive by virtue of their philosophy of education, the content of the curriculum, the methodologies employed and the concept of the child inherent in the curriculum. The author analyses curricular changes within the complex web of wider educational and societal factors that influenced their devising and implementation. In this way, he locates curricular developments within the climate of thought from which these policies emerged. The philosophy and ideology underpinning successive curricula are examined, along with the successes and shortcomings of curriculum implementation in each period. This historical analysis of the evolution of the primary curriculum in Ireland has much to offer researchers and policymakers in the contemporary context, amid ongoing curriculum development.
(source: Nielsen Book Data)9783034307512 20160610
- Publication date
- Rethinking education ; v. 12
- 9783034307512 (paper)
- 3034307519 (paper)
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Start at call number:
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Skip to Main Content
Open and fair elections are paramount to modern democracy. Although some people claim that the pencil-and-paper systems used in countries such as Canada and UK are still the best method of avoiding vote rigging, recent election problems have sparked great interest in managing the election process through the use of electronic voting systems. It is a goal of this paper to describe a voting system that is secret and secure as well as verifiable and useable over an existing computer network. We have designed and implemented an electronic voting system - verifiable e-voting (VEV) - with an underlying protocol that secures the election process from malicious practices at the same time as allowing voters and candidates to verify the correctness of their votes.
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Time To Solve the Math Education Equation
The Third International Mathematics and Science Study, one of the most ambitious studies of school achievement in math and science ever undertaken, reports that American 12th graders placed last in comparison with the rest of the world. ("U.S. Seniors Near Bottom in World Test," March 4, 1998.) What kind of indifference to America's public good has allowed such a thing to happen?
On the record, the country's political leaders have been anything but indifferent. Consider the Goals 2000: Educate America Act, passed by Congress with much fanfare in 1994. The act called on our educational system to solidify American leadership of this "age of technology" by raising student achievement in science and math into first place in the world by the year 2000. The U.S. Department of Education and the National Science Foundation were directed to target projects in the hundreds of millions of dollars in pursuit of this goal. The educational battle cry was to "Rethink! Reform!" Standards for science and math were revised; conferences disseminated information on newly developed curricula, materials, and methods of instruction; enhanced training for preservice and in-service teachers was supported. At the same time, most states were implementing their own standards for a variety of subjects and rewarding teachers for strengthening their professional training.
Thus, the 12th grade TIMSS result, placing the United States in the world cellar for math and science, comes as a rude shock. Just what has been going on here between the K and the 12? Shock is still being felt, while constructive suggestions remain largely absent.
There had already been a good deal of unhappiness at the time of the first TIMSS release, which gave results for the 8th grade. American students placed well below the world average. A spate of "perhapses" was put forward: Perhaps our inner-city and rural schools were being pitted against other countries' elite schools, their top students against our democratically diverse ones. Perhaps other countries' students did more homework, or watched less TV, or ...
But then when the 4th grade results came out and our students placed respectably above average, a lively flurry of self-congratulatory statements and op-ed pieces were aired. The reforms were said to be taking hold nicely in elementary schools, while high school reforms had not yet come into place. Despite these brave words, the performance slippage between 4th and 8th grades caused a good deal of uneasiness. Still, this was a warning, however insufficient, of the coming 12th grade meltdown.
TIMSS goes far beyond the simple fact of relative weakness of performance of American students. The results provide useful evidence about some of the sources of our problems. TIMSS refutes the earlier "perhapses" and goes on to diagnose our K-12 math and science instruction as suffering from the "mile wide and an inch deep" syndrome. Ominously, it seems that many of the reform efforts have actually added to this syndrome.
Put another way: Our school systems take our bright, normal children and turn them into dummies. Mass malpractice is perpetrated by insufficiently trained teachers, further constrained by unfocused and often incoherent curricula and textbooks.
Unable to refute TIMSS, some educators have chosen to espouse a strange new paradigm. This suggests that so long as America produces innovative, successful entrepreneurs (like Bill Gates), it does not matter that the rest of our children leave school innumerate and illiterate.
While this is not a view many can be expected to accept, the fact that it was even put forward is troubling. Mathematics and science are basic ingredients of the competence of our young people in the age of advanced technology.
Evidence of breakdown in the K-12 system, pervasive for years, has up to now been swept under the educational carpet in a variety of guises. Complaints of student inability to read, write, and do arithmetic are dismissed as "inevitably" due to a large immigrant and/or "disadvantaged," "inner city" population. Parent questions and complaints are denigrated as "uninformed" and "anecdotal." The 85 percent of community college students who must begin there with remedial courses in what are properly primary, middle, or high school subjects is not considered relevant. The decreased competency of students coming into colleges and universities, and the consequent increasing burden of instruction for those institutions, is similarly shrugged off. School shortcomings also fall heavily on growing numbers of businesses and industries, forced to pay for retraining employees in everything from the three R's to calculus.
Fortunately, Congress still holds to the vision if not the timetable of the Goals 2000 Act and sees TIMSS as a resource that can and should be examined and used to reset the act's proper implementation. The vehicle for this review, to come with recommendations, is embodied in the House and Senate bills introduced simultaneously by Rep. Constance Morella (R-Md.), HR 3411; and Sen. Bill Frist (R-Tenn.), S 1739, as the proposed Commission for American Mathematics Leadership Act. To ensure the highest degree of impartiality and competency, the commission is to act in coordination with the National Academy of Sciences.
The fundamental elements for the proposed commission to address should include the following:
- Establishing the principles and techniques of Teaching to Mastery. The basis of other countries' success is teaching a core of fundamental topics to mastery. Fewer topics are taught, but each is taught deeply. Otherwise, lack of discrimination results in the "mile wide, inch deep" syndrome.
- Aligning mathematics curricula relative to international levels. At present, American mathematics curricula drag behind international levels by as much as two years. Further, topics are presented in a totally superficial way (again, the "mile wide, inch deep" syndrome). Our curriculum for middle school years (grades 4-7) is especially in need of attention, often consisting of aimless repetition without perceptible development.
- Teacher knowledge of basic mathematical materials and enhancement of professional-development criteria. A large percentage of math teachers have studied only a small amount of mathematics at a college level. Further, the professional-development criteria they themselves have studied under tend to ignore knowledge of the subject matter taught. Accordingly, teachers often have only vague and confused understanding of the material they are teaching.
- Teacher preparation in terms of appropriate pedagogy in mathematics teaching. Math teachers in American schools, as the TIMSS analysis reveals, are given little training or practice in effective techniques of presentation of the material in a way helpful to student efforts to master the mathematics.
- The quality and structure ofmathematics textbooks. The criteria by which U.S. textbook publishers form their books are dominated by commercial rather than correct pedagogical considerations. For reasons of expediency (or simple incompetence), most textbooks cover material in a totally superficial way ("a mile wide and an inch deep").
- The development of high-quality state and national standards of mathematics education. Benchmarking is needed in order to have a broadly consistent national set of standards, with considerations of alignment with international standards. This will also be of great value as a reference for local school administrators and school boards, and is desirable in order to deal with our intensely mobile school population.
- The development of adequate administrative structures in school systems to ensure an adequate quality of mathematics teaching. Considerations of cost, or expediency, too often lead to the situation that teachers with totally inadequate preparation and skills are put in charge of mathematics classes.
The proposed commission, and its charge, are bold and hopeful steps for the country to take in setting American mathematics education toward a renewed orientation to excellence.
Madge Goldman has been a leading advocate in the private philanthropic community for the funding of basic mathematical research in the United States and abroad. She is the president of the Gabriella and Paul Rosenbaum Foundation in Chicago and lives in Bryn Mawr, Pa.
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Thursday, April 5, 2007
My general feeling has always been that there is a very small nugget of useful information in the USNWR rankings. I apologize for the JPG format at left, but if you click on the picture, you can see the detail. The x-axis represents peer assessment scores from 1.2 at the far left to 4.9 at the far right. Each column represents the number of schools at that score. (I have reversed the data on the x-axis in response to Nancy Rapoport's request below.)
My understanding is that the peer assessment score is derived from the result of a survey that US News sends to the "select" voters at each school (deans, associate deans, FAC chairs, etc.). So if you do as I did, and re-order the rankings solely by peer score, WYSIWYG: a distribution of law schools that accurately reflects wholly subjective and probably either visceral or uninformed impressions on the part of the select group of voters, probably more akin to consumer branding than any rigorous analysis. (My empirical basis for saying this is my one interview with such a voter who will remain nameless, but who told me in fact he had no clue how to rank most of the schools.)
My hypothesis going in was that there would be something of a bell curve, and by God, I was right. I'm not enough of a statistician to do a standard deviation analysis on this, but it's pretty clear what this is saying, as least as to that uninformed and visceral reaction:
1. There are roughly 16 schools at the top end that shouldn't even be included in the bell curve. There aren't many of them, and they are separately by a quantum from the rest of the pack. I haven't done a comparison over time, but I'll bet it changes very slowly.
2. The top 100 (or the "first tier") on this distribution ends somewhere inside of a 2.2 peer assessment. That is somewhere in the apex of the main body of the curve. (Reflecting the weight I understand US News gives to the peer assessment, I guess it's not surprising that there are only five otherwise "Tier 3" or "Tier 4" schools that work into the top 100 on this reordering.)
3. For large groups of schools, there is no perceived difference in reputation, and getting all worked up about a move up or down by a couple of digits seems misplaced.
4. Just like there probably isn't a whole lot of difference between the performance of the students who get between 3.1 and a 2.6 GPA equivalent on your exams with a mandated mean of 2.85, there really isn't a whole lot of difference between the group bunched between a 2.8 peer assessment score (the schools at that level are BYU, Florida State, Alabama, Miami, Oregon, Pittsburgh, and San Diego) and a 1.7 peer assessment score (schools at that level are California Western, Capital, New England, Northern Illinois, Roger Williams, South Texas, St. Mary's, Texas Wesleyan, and Touro). Perhaps a jump from a 1.7 to a 2.8 would be meaningful, but most of the moves inside that block are essentially meaningless.
5. I haven't done the same thing for lawyer assessments, but I'd be surprised if it doesn't come out about the same way. Assuming it came out exactly the same way, it would tell me, were I applying to law school nowadays, that in fact there is a significant brand value that attaches at the far right, but that the distinctions quickly evaporate as you move left through the main body of the curve. Indeed, as the deans keep telling us, there are myriad other reasons to select a school than where it happens to plop down between number 36 (Alabama) and "Tier 4" (see above).
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Ben Bernake spoke to graduating Harvard seniors at Class Day on Thursday, telling them things aren't as bad now as they were when he was in the audience back in 1975. True, we had rising oil and food prices, and slow economic growth then as now, but there are grounds for optimism, Bernanke insisted.
Government is economically wiser since the mid-70s, he claims. Given that government has created a debacle similar to the one in the 70s, what does that say about its ability to learn from its "mistakes"?
He brought up the subject of lessons central bankers have allegedly learned since the high inflation days of the mid-70s, the most crucial of which are (1) "high inflation can seriously destabilize the economy," and (2) "the central bank must take responsibility for achieving price stability over the medium term."
And audience members complained that Bernanke wasn't entertaining?
Let's see, government contributions to our economic well-being in recent years . . . such as the shot in arm SOX (the Sarbanes-Oxley Act) gives to outsourcing?
Or the potential of SOX to "turn into a litigation time bomb"?
Or government's robust penchant for war and the horrendous costs it entails?
Yes, we don't have price ceilings on gasoline today, as he points out, but is that because of government's greater economic wisdom or political expediency? Could it be that Republicans don't relish the prospect of conducting an election with people lining up on odd or even days, as they did in the mid-70s, hoping to find gas in the pumps for the state-mandated price?
Bernanke apparently wants the world to believe that central bankers in the 1970s were unaware that high inflation is bad medicine for an economy, as if banking authorities knew nothing about post-war hyperinflations or about the persistent inflation we get when governments abandon hard money and force fiat standards and banking cartels on their economies.
Counterfeiting is one of mankind's oldest cons. Are we to believe that it took 60 years for U.S. central bankers to realize they were the government's official counterfeiters?
He also seems to believe that without a sufficently high inflation we pay a price "in terms of lost output and employment" -- which he sees as the downside of Paul Volcker's anti-inflationary policies that began in 1979. As for achieving medium-term price stability, does that means the Fed runs the presses but not too fast?
Two points to consider: Why do we need price stability over any term? The free market tends to push prices down. Why is that a bad thing?
Second, who on earth believes central bankers have behaved with restraint since the 10 percent inflation days of the mid-70s? Greenspan ran the printing presses around the clock. At the time everyone was cheering, especially Wall Street.
According to the BLS inflation calculator, which is programmed by the government, it would take $4.00 today to buy the same thing $1.00 did in 1975. Using the CPI calculator at ShadowStats.com, which uses the government's pre-Clinton method of computing the CPI, price inflation is more than double what the BLS claims. Is this what he means by maintaining stable prices over the medium term?
Is that the best performance we can expect from our money?
According to measuringworth.com, from 1875 - 1908, a period in which the Fed was noticeably absent but gold wasn't, the annualized inflation rate was negative. In 1908, it took $.84 to buy what $1.00 would in 1875. Prices dropped during a period of explosive economic growth. Investments were funded mostly by real savings instead of Monopoly money. It was a time when people could save for their old age. They didn't have to roll the dice in a Fed-inflated stock market or depend on the government's fraudulent Social Security program. The dollar was actually a store of value.
Many students were reportedly bored with Bernanke's remarks. From the Fed's perspective, that's good. Had he sung a different song, such as the one about the Fed's deliberate dollar destruction, more people would have been awake at the end.
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The vision of a joint all-domain ISR enterprise is much closer and more realistically achievable today than it was in 1983 when General Dynamics acquired the GNAT and the Drone Age was born. Since then, there have been numerous undeniable technological advances in ISR platforms and technologies, and a few near misses as well. A quick Google search will reveal timelines of past drone hardware developments and concepts of future software applications that leave little to the imagination. “Innovation”, or so it’s called.
In this paper, innovation of a different brand will be on display, highlighting the genius thoughts, decisions, and events that made it possible for the U.S. and NATO to modernize and integrate ISR within and across global defence strategy, plans and operations.
The following white paper will outline:
- The top three developments of the last thirty years in terms of ISR modernization, including policy changes enacted by General Scaparotti, data sharing and new acquisition models
- Offer predictions and recommendations for the next three big innovations in the 2020s and beyond
- The challenges associated with the popular definition of “innovation” to mean more than the sum of investment in new tools and widgets
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Pluto is small because it has a very low force of gravity, caused by its low density at 2.03 g/cm³. Its density is almost half of Mercury's, the smallest of the eight planets in the solar system. Its gravitational force is only 5 percent of Earth's.Continue Reading
Pluto has a mean radius that is 20 percent smaller than Earth's at 715 miles. Unlike many planets in the solar system, Pluto does not bulge at the center. Instead, its radius is the same at the center as it is at its poles and equator. Pluto has a diameter of 1,430 miles, making it even smaller than the moon. Pluto's surface is composed of rock and ice.
A U.S. astronomer discovered Pluto in 1930 and first classified it as a planet, making it the smallest planet in the solar system. It was downgraded to a dwarf planet in 2003 when a larger object, later named Eris, was observed beyond Pluto and thought to be another new planet and a closer look was taken at Pluto's standing as a planet. In 2006, the International Astronomical Union released a set of criteria that are used to classify dwarf planets. These requirements state that a dwarf planet must have just enough mass to make it almost round, must orbit the sun, must not have a moon and must be unable to clear the orbit around it.Learn more about Planets
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If you ever wondered why your dog likes period blood or seems highly interested in your bathroom garbage, we can help you narrow down the reason.
Why do dogs like period blood anyway? A dog’s scent instinct drives them to seek new items and surroundings, and period blood omits scents related to your hormones and protein. This combination can be hard for a canine to ignore. Their scavenger intuition convinces them to seek out these odors.
However, there can be several other causes why dogs like period blood. Once you know the 10 surprising reasons for this, you will understand your pet better and possibly help eliminate any potential hazards.
Why Dogs Like Period Blood
It can be shocking the first time your dog gets into your bathroom garbage or embarrassing when he nuzzles you excessively when you are on your period. Period blood can attract dogs for many reasons, including:
- It smells different
- They are omnivores
- They miss you
- It carries your pheromones
- It resembles protein or food
- They are scavengers by nature
- They are curious
- They need boundaries
- They may have a health disorder
- The breed of dog
1. It Smells Different
Dogs have a keen sense of smell. Period blood will smell different when it is fresh, and this will change as it sits in your garbage. Likewise, items like used tampons or hygiene pads can smell more pungent as they remain for a few days.
Some dog breeds commonly have over 100 million scent receptors in their nose, while others have up to 300 million or more. For comparison, humans have only five million scent receptors.
Because of these receptors, dogs can detect odors up to 12 miles away. In addition, each day that period blood sits in the home, the scent will grow stronger and change, making it more interesting for your dog to explore.
2. They Are Omnivores
Dogs are, by nature, omnivores. This attribute means that they crave and eat both plant and animal products. Blood is a by-product of an animal, which can attract a hunting animal, like a canine.
This intuitive nature can mean that your dog will do what they can to get it, even though they do not know why they want it. For example, your dog may be hungry or inclined to eat in any situation that presents them with food or treats, including items that smell like food.
3. They Miss You
If you come home from a hard day’s work to find your dog has gotten into your used hygiene products, it might be because they miss you. Any item you use will carry your scent and be familiar to them.
Chewing up items like feminine hygiene products can give them a sense of closeness similar to what they get when they smell you. Alternatively, if your pet misses you, they may have separation anxiety and eat things that belong to you.
4. It Carries Your Pheromones
Period blood will have pheromones. Dogs are naturally curious and attracted to these hormones. While your body naturally emits pheromones every day, period blood will have a higher concentration, making it more interesting to your pet.
Dogs can sense other animals’ pheromones. This task helps them detect another animal for mating purposes. However, just because your dog is attracted to your period blood does not mean they want to mate with you. Instead, they are captivated by the scent and want to explore the details with their noses.
5. It Resembles Protein or Food
Blood will mean something different to your dog than you or me. For animals, blood can mean protein and alternative food sources. So while you may be disgusted with your dog, they may only be thinking there is a tasty treat around for them.
This element can be more intense if your dog follows a raw food diet. For example, if your pet regularly eats raw meat with blood, it will not distinguish period blood from any other mealtime snack.
6. They Are Scavengers By Nature
The first dogs were natural scavengers. They had to hunt and scrounge for food to survive. Searching for new items to eat is part of their DNA and can be one of the driving forces compelling them to root through your bathroom garbage.
Dogs are opportunistic feeders. If they have a chance to snatch a smelly or tasty treat, it can be hard for them to resist, even if it is in your garbage. They will not distinguish the garbage can as a place containing things they should not eat. Your pet may see a dish on the floor full of exciting items to smell and taste.
7. They Are Curious
Dogs are extremely curious creatures. This inquisitive nature can also heighten when they are in the puppy stage. Canines learn about their environment by using their sense of smell and taste. Therefore, if there are different smells and things to eat within their reach, it is a good possibility that they will take advantage of the situation.
Some dogs will never grow out of the curious stage. However, others can eventually settle down and not bother with things that smell as they age.
8. They Need Boundaries
Some dogs do not have good manners. Whether they have never had any clearly-set boundaries or are just learning the rules of a new home, they may be more interested in your garbage because they do not know they should not be there.
Dogs are intelligent creatures, and they can learn to leave items alone that are not safe for them. However, they are animals, and items with period blood and other highly-scented things can be enticing to them. As a responsible pet owner, it is up to you to ensure there are boundaries and hazardous items are out of their reach when you are not supervising them.
9. They Have an Eating Disorder
Some dogs cannot help themselves when eating non-food items, like feminine hygiene products. Pica is an eating disorder where dogs will eat things that are not food for various reasons, including anxiety, medications, or the environment.
If your dog is prone to eating rocks, garbage, or anything else they can get hold of, you can be confident that your scent-filled garbage will also be a target. Pica can result from other health disorders, including liver or pancreatic disease, diabetes, or even coming from an environment where food is scarce.
10. The Breed of Dog
Unfortunately, some breeds of dogs are more prone to liking period blood than others. Specific breeds are particular for hunting or scent-driven tasks, which can be a habit that is hard to break. If you own one of these breeds, they may have a higher interest in period blood:
- Basset Hound
- Coon Hound
- German Shepherd
- Golden Retriever
- Labrador Retriever
- Springer Spaniel
Although any dog can be interested in period blood, these breeds have an especially keen sense of smell and could be one of the underlying reasons they seek out period blood when they are close.
Can Period Blood Harm Dogs?
Thankfully, if your dog comes in contact with period blood, it is not harmful to them. However, if your dog eats used feminine hygiene products with period blood on them, there is a risk of danger.
Dogs get into garbage and eat tampons and hygiene pads more often than you might think. However, depending on the dog’s size and how much product they consumed, hygiene products can create intestinal blockages that may require a vet’s intervention.
The fibers and contents within tampons and hygiene pads expand with fluid. Although this attribute is beneficial for its purpose, it can be fatal when in your dog’s stomach. Swollen fibers can block the intestines and require surgery if they do not pass naturally.
What Should I Do If My Dog Ate a Used Tampon or Hygiene Pad?
Contact your veterinarian immediately if you suspect that your dog ate a used tampon or hygiene pad. Try to remember how many items you had in your garbage and determine what is missing, if you can.
Monitor your dog’s behavior closely. If your dog eats and drinks normally, walks, plays, and relieves themselves outside, these items may pass naturally. Typically, the bigger the dog is in size, the easier it could be for them to work a non-food item through the body on their own.
Exceptionally small dogs may require veterinarian intervention and may need an emergency visit. Talk to your local vet, and they can help you determine the best course of action for your pet. You should never induce your dog to vomit without talking to your veterinarian first.
Can You Train a Dog To Avoid Period Blood?
If your dog is a nuisance when you are on your period, you may want them to back off and leave you alone. Having your dog’s nose in your crotch can be embarrassing, especially if you have company.
You can use training methods to help your dog switch from this undesirable behavior to your preferred action. However, with any canine training, it will take consistency and dedication on your part, along with many treats for good behavior.
You may never be able to train your dog to avoid period blood entirely, but they may respond well to a correction the first time, making your life a bit easier.
Owning a dog obsessed with period blood can be an uncomfortable and harmful situation if it is not under control. However, sometimes knowing why your dog likes period blood can help you minimize the chances of their interest and keep them from bothering you or visitors.
If your dog is obsessed with period blood, remember to keep all items locked away in a bathroom where your pet cannot reach them. Locking garbage can lids or in a cupboard will keep these used items safely away from your dog. This way, you help minimize their interest in these items.
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Destiny or Expression number and life path number shows one’s overall path in life and where one belongs in this world. Life path number tells more about one’s goal in life and destiny number reveals more about one’s personality traits.
After calculating the expression number, one can find out about one’s or anyone’s traits, which can guide them further in many ways. To calculate the expression number use numerological chart given below
Let us work through an example to understand how the expression number is to be calculated. If we intend to calculate the expression number for Jennifer Lopez :
The first step is to add up all the numbers representing the alphabets in the name. In the case of Jennifer Lopez the number would come to 11 (1+5+5+5+9+6+5+9+3+6+7+5+8=747+4=11)
There are 9 expression number in numerology and 2 master numbers which are 11 and 22. Jennifer Lopez is represented by the master number 11
Characteristics of Numbers
They are born leader. Number 1 are very ambitious and do not need any supervision. They are self independent and self reliant. They sometimes need someone to follow them with details but they know how to handle things. They can be good leaders, businessmen, sales executives or even promoters. On the negative side they can be very aggressive sometimes and egotist.
These types of people are good team players as they like to be in a group. They are often overlooked by others due to their shy nature. They love details but on the other hand if number 2 vibration is too much in their personality, it will make them over sensitive. These kinds of people get hurt easily and can not concentrate on their work on hand.
They are very good in communication skills and marketing skills. Their style of conversation is very inspiring for others. They can be a good salesmen, teacher, legislator, singer or actor. They are very easy going, and that can be a problem for them. They might fall into petty matters, especially in gossips.
They like everything in order. They are very passionate about their work. Many doctors are of this number. They are honest, sincere and love doing things perfectly. On the negative side, to fulfill their responsibility to the perfection, can make them frustrated and put them in low mood. They need not to be dogmatic and not to lose focus from bigger picture.
People with the energy of number 5 are multi-talented. They are quick thinker and they know how to get work done from people. They are very energetic and can get success in the business of entertainment. Their adaptability is helpful in their constructive freedom but in the search of freedom they cannot stay in one kind of job or situation for long.
People represented by number 6 are driven by a sense of great responsibility. They are honest and open in all relations. The qualities of number 6 make them a very conscious parent. On the other, driving by the sense of duty, they often don’t express themselves and sacrifice their need over others.
Number 7 people are very practical individuals who like to work alone. They are logical and love study every subject very deeply whether it is science or religion. They have very less sense or understanding of emotions.
Number 8 individuals are highly ambitious and have a desire to accumulate material things. They have a great sense of judging people. Their qualities of running behind money and power can become extreme sometime and needs to be controlled.
Number 9 individuals are very sensitive of others feeling and like help. They are good in doing things if get the freedom to involve with others. But on the negative side if they don’t get involved in philanthropic activities in time, it can be left undeveloped and they tend to be insensitive towards others.
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In solids, the atoms are arranged in a systematic space lattice and each atom is influenced by neighbouring atoms. The closeness of atoms results in the intermixing of electrons of neighbouring atoms. Due to this, the number of permissible energy levels increases.
Hence in the case of a solid, instead of a single energy level associated with a single atom, there will be bands of energy levels. A set of such closely packed energy levels is called an energy band.
The concept of energy bands can be understood from Fig a and Fig b. The energy levels of a single isolated atom of silicon are shown in Fig a.
Each silicon atom has 14 electrons, two of which occupy K shell, 8 occupy the L shell and 4 occupy the M shell. The electrons in the M shell are distributed as 2 electrons in the subshell 3s and 2 electrons in the subshell 3p. This subshell 3p is partially filled because it can accommodate a total of 6 electrons. The completely filled levels are known as core levels and the electrons filling these levels are called core electrons. The electrons in the outermost level are called valence electrons. The partially filled outermost level is valence level and the permitted levels which are vacant are known as conduction levels.
In a solid, there are large numbers of atoms, which are very close to each other. The energy of s or p level is of the order of eV, therefore the levels are very closely spaced. The first orbit electrons form a band called first energy band. Similarly, second orbit electrons from second energy band and so on as shown in Fig b.
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Talking can be tricky especially if people have strong opinions and feelings. How do we talk about issues such as identity, immigration, belonging, extremisms and belief, in a way that doesn’t harm social relations?
At Talk for a Change we believe in the power of dialogue to bring about greater understanding, empathy and stronger relationships between different groups. Furthermore we believe it can strengthen the ‘social glue’, that sense of trust and understanding we all need in order to feel comfortable on our streets and in our neighbourhoods. We work across the UK and internationally supporting local people to talk about what matters, and building capacity to manage tension and change positively.
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Designed by pinecone hand-feeling florist, it is carefully matched to provide three different color styles. With an Internet connection, the teacher will synchronize with you to create beauty. https://live.staticflickr.com/65535/51253952252_b3ed244a1f_b.jpg https://live.staticflickr.com/65535/50451629232_cff57d3cef_b.jpg After the order is placed, it will be sent to your designated address or convenience store, so you can experience the fun of making dried flowers without going out! Δ Product size Flower in a bottle series Beautiful standing and lying down Color: pink white, pink purple, pink blue -Round bottle Small: ➡️Material package: Small round bottle container*1 bottle height is about 10 cm, width is about 5 cm Inside the bottle Everlasting Hydrangea*1 Fluffy*1 serving Snow lotus*1 Rabbit's tail grass*1 Pearl Grass*2 Outside the bottle Raphael*1 Snow lotus*1 Everlasting Hydrangea*1 Fluffy*1 serving Rabbit's tail grass*2 Pearl grass*1 middle: ➡️Material package: Inside the bottle Medium round bottle container*1 bottle height is about 13 cm, width is about 6 cm Everlasting Hydrangea*1 Fluffy*1 serving Snow lotus*1 Pearl Grass*5 Rabbit's tail grass*3 Outside the bottle Raphael*1 Everlasting Hydrangea*1 Fluffy*1 serving Snow lotus*1 Rabbit ear grass*2 Small birch*1 small branch -Conical flask Small-125ml conical bottle ➡️Material package: 125ml conical bottle container*1 bottle height is about 12 cm, width is about 7 cm Inside the bottle Everlasting Hydrangea*1 Fluffy*1 serving Snow lotus*1 Rabbit's tail grass*1 Small birch*1 small branch Pearl grass*1 Outside the bottle Raphael*1 Snow lotus*1 Everlasting Hydrangea*1 Fluffy*1 serving Rabbit's tail grass*2 Pearl grass*1 Small birch*1 small branch Medium-250ml conical bottle ➡️Material package: 250ml conical bottle container*1 bottle height is about 16 cm, width is about 8 cm Inside the bottle Everlasting Hydrangea*1 Fluffy*1 serving Campanula*2 Snow lotus*2 Rabbit's tail grass*1 Small birch*1 small branch Osmunda leaf*1 piece Outside the bottle Sola flower*1 Raphael*1 Everlasting Hydrangea*1 Fluffy*1 serving Rabbit's tail grass*2 Snow lotus*1 Campanula*2 Osmunda leaf*1 piece ΔDescription: • The fee includes materials and video teaching Because they are all natural materials, there will be differences in size and type, and the flowers will be adjusted according to the season under the premise of maintaining the original style. It may not be 100% the same as the picture. Please refer to the overall weight of the picture, accept the order before placing an order ☺ • ⚠️If you want to specify the color system, you can make a note in the "remarks column" when placing an order. If you don’t specify it, it will be shipped randomly. ⚠️ • The statement will be made at 14:00 on the same day and shipped at 16:00 every day~ • The weekly deadline for online teaching registration is 16:00 on Friday https://live.staticflickr.com/65535/51255723645_171183589f_b.jpg ΔBring your own materials and tools: • Flower scissors, if there is no flower scissors, use more stable scissors • Hot melt glue gun or styrofoam https://live.staticflickr.com/65535/51255724455_7888e7939b_b.jpg ΔCourse flow 1. Click ➡️course link URL (remember to go online on time!) 2. Open the flower material package: main flower, flower material (about 5~6 kinds) 3. Basic theory: bottle body, small bouquet, flower material matching and color configuration 4. The vases and flowers are stacked in layers, and the small bouquets make the work more blooming 5. The beautiful vase is finished! 6. Take pictures of Meimei and share them online~ https://live.staticflickr.com/65535/49726088276_9ea4fe712a_b.jpg ΔInstructions for placing an order • This is an online experience event, no attendance is required, and there are no regional restrictions • After placing an order, you can ask questions on the operation through the station letter, and we will reply to you as soon as possible. ☺ • Delivery method, home delivery or supermarket pick-up, please mark it in the "remarks column" when placing an order, and provide shipping information (including name, phone number, address or supermarket store: store name or store number) •The stocking time of the material package for this online experience is 3-5 days. Please select "Expected date of receipt of the material package" in the "Activity Specification". Due to the uncertainty of the recent epidemic, the receipt time is still based on the actual logistics Mainly arranged. •The course time is about 1.5 hours (varies from person to person). 🌟After the goods arrive, send an appointment in the station, 11:00-19:00 (on the hour), reservations can be made 🌟 • The material package cannot be returned or exchanged after it is sent ⬇️ ⬇️ ⬇️ Heart full of portals ⬇️ ⬇️ ⬇️ https://www.pinkoi.com/product/ty7LgG7D https://www.pinkoi.com/product/XYsuSvHq Floral DIY, customized gifts ⬇️ ⬇️ ⬇️ The best gift match ⬇️ ⬇️ ⬇️ https://www.pinkoi.com/product/jTCE6ssL ΔAbout the pomme de pin brand Pine cones are based on the instinct of protecting seeds, "harvest when wet / release when dry". It symbolizes the reason for love. With the appearance of pine cones layer by layer, it is like our diversified product, which is "related to people." Brands that "transmit the message" stack up to become a complete and full look, in order to convey this temperature to everyone with love. While experiencing the pomme de pin of pine cones, I also feel myself. What you/you take is not just a product, but a brand story, and you/you are also included in this story. ΔDetailed description Experience time: After the goods arrive, the station will send an appointment for the course. The course time is about 1.5 hours (different from person to person). Activity target: Friends over 6 years old who are interested in floral art. Location: This is an online experience event, where you can complete your work at a location you like.
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FineWeb
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This guide is to help players try out mercs without purchasing them or waiting for them to be on free rotation. This does not, though, allow players to play with the mercs in public matches. This can only be done SOLO.
ADDED: Guide to testing weapons and abilities (even the unreleased ones!)
Video Guide (Credits to kAndyREW)
For those who prefer visual step by step on how this is done, check out this video:
For those who prefer something written, skip and keep reading!
Trying Different Classes
This is a guide for trying mercs without making any sort of payments nor waiting for the merc to become available in the rotation.
1) Press '~' to open up the console.
2) Type in "switchlevel 'map_name'", replacing 'map_name' with one of the following:
OBJ_CanaryWharf (= Underground)
OBJ_Map_6 (= Dome)
OBJ_Victoria (= Terminal)
OBJ_Whitechapel (= Chapel)
(Note: You can also find the name of these maps, along with future maps, here: C:\Program Files
(x86)\Steam\steamapps\common\Dirty Bomb\ShooterGame\CookedPC\Maps . The name of the maps are the name of the folders. The map you choose does NOT matter.)
Ex. switchlevel OB_Bridge
3) Once the map has loaded, type in "set SGPlayerReplicationInfo m_SlotArcheTypes Medic_04_Gameplay.Pawns.A_Medic_04". This specific command will allow you to play as Sparks. To try out a different merc, replace "Medic_04" (both of these) with one of he following:
(Note: You can also find the name of these characters, along with future characters, here: C:\Program Files
(x86)\Steam\steamapps\common\Dirty Bomb\ShooterGame\CookedPC\Characters . The name of the characters are the name of the folders.)
If you are still confused about changing mercs through console, then you can just copy/paste these and use them:
set SGPlayerReplicationInfo m_SlotArcheTypes CovertOps_03_Gameplay.Pawns.A_CovertOps_03
set SGPlayerReplicationInfo m_SlotArcheTypes
set SGPlayerReplicationInfo m_SlotArcheTypes Engineer_01_Gameplay.Pawns.A_Engineer_01
set SGPlayerReplicationInfo m_SlotArcheTypes Engineer_02_Gameplay.Pawns.A_Engineer_02
set SGPlayerReplicationInfo m_SlotArcheTypes Engineer_03_Gameplay.Pawns.A_Engineer_03
set SGPlayerReplicationInfo m_SlotArcheTypes FieldOps_01_Gameplay.Pawns.A_FieldOps_01
set SGPlayerReplicationInfo m_SlotArcheTypes FieldOps_02_Gameplay.Pawns.A_FieldOps_02
set SGPlayerReplicationInfo m_SlotArcheTypes FieldOps_04_Gameplay.Pawns.A_FieldOps_04
set SGPlayerReplicationInfo m_SlotArcheTypes Medic_01_Gameplay.Pawns.A_Medic_01
set SGPlayerReplicationInfo m_SlotArcheTypes Medic_02_Gameplay.Pawns.A_Medic_02
set SGPlayerReplicationInfo m_SlotArcheTypes Medic_04_Gameplay.Pawns.A_Medic_04
set SGPlayerReplicationInfo m_SlotArcheTypes Soldier_01_Gameplay.Pawns.A_Soldier_01
set SGPlayerReplicationInfo m_SlotArcheTypes Soldier_03_Gameplay.Pawns.A_Soldier_03
set SGPlayerReplicationInfo m_SlotArcheTypes Soldier_04_Gameplay.Pawns.A_Soldier_04
Credits to 'Gapi' and 'Blacky' :)
(Note: I will try to update this list if I can, but there will be no guarantees)
4) Press 'k' to kill yourself, choose the merc you want to play as, and respawn.
This is a guide to try out different weapons and abilities in the game, even those that have yet to be released yet.
1) Go into console by pressing '~'
2) Type in 'switchlevel EXE_Overground'
(Note: This may work for other maps, though I've had more success on this map specifically)
3.1)To set an weapon or ability to your Primary weapon key (1 by default), type in 'set SGPawn PrimaryWeapons (A_'weapon/ability')"
3.2)To set an weapon or ability to your Secondary weapon key (2 by default), type in 'set SGPawn SecondaryWeapons (A_'weapon/ability')"
3.3)To set an weapon or ability to your Melee weapon key (3 by default), type in 'set SGPawn MeleeWeapons (A_'weapon/ability')"
3.4)To set an weapon or ability to your Item key (4 by default), type in 'set SGPawn Items (A_'weapon/ability')"
4) Using a line from either 3.1, 3.2, 3.3, or 3.4, replace 'weapon/ability' with the name of the weapon or ability you want there.
Ex) set SGPawn PrimaryWeapons (A_Molotov_01) will replace your Primary weapon with Stoker's Molotov grenade ability.
(Note: Some weapons or abilities may not work, and some may even crash your game, like the Katana. To find the list of possible weapons and abilities, type in 'obj List class=Weapons'. If you are confused by the wall of text, you can also find them in the game folder.)
For Items, you can find them in: C:\Program Files (x86)\Steam\steamapps\common\Dirty Bomb\ShooterGame\CookedPC\Items
For tools, you can find them in: C:\Program Files (x86)\Steam\steamapps\common\Dirty Bomb\ShooterGame\CookedPC\Tools
For weapons, you can find them in: C:\Program Files (x86)\Steam\steamapps\common\Dirty Bomb\ShooterGame\CookedPC\Weapons
The name of the weapon/ability is the name of the folder.
Hope this helps.
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Chief of Section
Overview of the Functions of the Post
Under the general guidance and direct supervision of the Director of the Bureau of Strategic Planning (DIR/BSP), the incumbent will be responsible for the overall coordination, planning, development, and management of a fundraising strategy directed at the private sector, the European Union, Multilateral Development Banks and other UN organizations to mobilize resources and support accountability of transparent contribution management.
The incumbent will be responsible for the analysis and management of the fundraising channels and activities, ensuring long-term, flexible and unrestricted resources for the Organization. In particular, the incumbent will perform the following responsibilities:
- Provide leadership, strategic direction and implementation for UNESCO’s engagement and outreach to the private sector, the European Union (EU), Multilateral Development Banks, and UN Organizations in order to generate increased funding for UNESCO’s programme and budget;
- Grow fundraising income to support the Organization’s resources per biennium in a sustainable manner;
- Develop, implement and monitor a clear strategy, policy and systems for delivery of partnerships with private sector globally including corporate, foundations and high net worth donors as well as the development of a UNESCO strategy on individual giving, crowd funding and digital funding;
- Manage and develop funding relationships with existing and potential international donors including the EU, Multilateral Development Banks and UN Organizations;
- Ensure coordinated advocacy and outreach to private sector across the Organization;
- Oversee the preparation of and follow up on implementation of Memoranda of Understanding and other framework agreements with potential donors and partners as a basis for mobilization of resources for design and implementation of new and ongoing UNESCO-led programmes and projects;
- Lead and motivate a team of Partnership Officers, providing coaching, training and guidance to ensure appropriate development and enable high performance, providing capacity building to concerned staff.
Support to Sectors, relevant UNESCO Institutes and Field Offices:
- Provide technical support and advice on grant proposal development to UNESCO’s Sectors, Institutes and Field Offices;
- Assist the Sectors, Institutes and Field Offices in the preparation of project proposals for corporate and multilateral funding agencies;
- Deliver training and capacity on fund raising and communication skills and strategy.
Communication and Outreach:
- Plan and produce diverse communication materials in support of fundraising;
- Work closely with internal stakeholders to identify priority themes and develop advocacy and communication materials.
A successful candidate will be required to demonstrate the following competencies:
Planning and organizing
Knowledge sharing and continuous improvement
Driving and managing change
Making quality decisions
Leading and empowering others
For detailed information please consult the UNESCO Competency Framework.
- Advanced University degree in International Relations, Marketing, Business Development, Economics, Management or in other fields of competence of UNESCO.
- Minimum 10 years of progressively responsible relevant professional experience in fundraising and resource mobilization, of which preferably 5 years acquired at international level.
- Demonstrated experience in managing a major fundraising programme from private sector and/or foundations and engaging in Public-Private Partnerships.
- Demonstrated leadership in resource mobilization within a UN agency or an agency of similar character.
- Experience in formulating and implementing a long-term vision and strategic perspective.
- Demonstrated experience of effective communication with senior private sector executives and private donors.
- Demonstrated experience in leading and motivating teams.
Skills and competencies
- Proven track record in fundraising and resource mobilization.
- Ability to effectively manage relationships with private sector, corporate institutions and multilateral partners.
- Strong analytical, negotiating, networking and advocacy skills.
- Ability to develop and adapt innovative approaches and replicable strategies for fundraising.
- Excellent oral and written communication and interpersonal skills.
- Ability to build trust and work with a team in a multicultural environment, with sensitivity and respect for diversity.
- Excellent leadership skills, and skills in the management of performance and resources.
- Solid knowledge of relevant technological solutions and systems, including the use of web-based solutions, crowd-funding and digital funding solutions.
- Good understanding of the UNESCO’s mandate, vision, strategic direction and priorities.
- Excellent knowledge of English or French and a good knowledge of the other language.
Skills and competencies
- Knowledge of UN procedures, rules and regulations related to resource mobilization and partnerships.
- Excellent knowledge of English and French.
- Knowledge of other official UNESCO languages (Arabic, Chinese, Russian and Spanish).
BENEFITS AND ENTITLEMENTS
UNESCO’s salaries are calculated in US dollars. They consist of a basic salary and a post adjustment, which reflects the cost of living in a particular duty station and exchange rates.
Other benefits include: 30 days annual leave, family allowance, home travel, education grant for dependent children, pension plan and medical insurance. More details can be found on the ICSC Website.
Please note that UNESCO is a non-smoking Organization.
A WRITTEN EXAMINATION MAY BE USED IN THE EVALUATION OF CANDIDATES.
For more information on how to apply, please click the Apply button.
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Due to the ongoing Covid- 19 crisis, Bond Healthcare are urgently recruiting care assistants to work with a leading healthcare provider in the Portadown area. Day and night shifts availabl
The role of a healthcare assistant is vital to meet the needs of the homes that rely on us to ensure staffing levels are adequate which ensures care is provided to elderly residents with dignity and respect.
As a healthcare assistant you will be responsible for:
- Providing personal care to residents.
- Assisting residents with bathing, washing, shaving, oral hygiene and continence requirements.
- General observations and updating patient records.
- Providing support and encouragement to residents in all areas of daily living.
- Ensuring the respect, dignity and rights to privacy of residents as far as possible
- Work as part of a team along with permanent staff in each home.
- Moving and handling of residents using hoists and slide sheets.
Bond Healthcare offer:
- Flexible shifts
- Competitive pay rates (enhanced rates for bank holidays)
- Weekly pay
- Free uniform
- Free online training
- Fasttrack registration process
If you are a Healthcare assistant with 6 months, full time, paid, experience within the last 2 years then please contact Lauren on 02890 270747 or apply on our website www.bondhealthcare.com
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Niagara Falls USA Island
In 1922, the International Board of Control suggested building an artificial island, upstream from the Falls, to divert the waters.
On June 2nd 1929, both Governments signed an agreement for the proposed recommendations made by the International Board of Control. This agreement was authorized by Canada in 1929 and by the United States of America in 1931.
In 1941, The Great Lakes – St. Lawrence Basin Agreement was signed by Government representatives but it was never authorized. In this agreement, the corrective work was approved, as well as an immediate diversion of an additional 5,000 cubic feet of water per second by each country for power generation.
On October 27th 1941, as an emergency measure during World War II, the governments of USA and Canada authorized the maximum diversion of waters from the Niagara River for power generation. The Americans were to divert 32,500 cubic feet of water per second and the Canadians were to divert 50,000 cubic feet of water per second. Both governments recognized the need for recommended corrective work and agreed to share the costs.
Construction of the submerged barrier began in March 1942. When completed, the barrier was 1,455 feet long, extending within 300 feet of the Canadian shoreline to the shoal upstream from Goat Island. The width of this rock filled barrier was approximately 40 feet and the height varied according to the river from 2 – 10 feet in depth.
To place the stone in the river, a cable way was constructed. Two 155 foot tall steel towers were built: one on the Canadian shoreline and the other on a man made island just inside the American boundary.
This island is known as “Tower Island” and it still exists today as a terminus for the Hydro Control Dam. To build this island, the US Army Corps of Engineers built a 2,200 foot causeway from the eastern end of Goat Island.
Ongoing government negotiations through 1949 resulted in the signing by both the American and Canadian Governments of the Niagara Water Diversion Treaty in February 1950. The treaty allowed Canada to divert 56,500 cubic feet of water per second and the allowed the USA to divert 32,500 cubic feet of water per second. Most importantly, this treaty declared that all the water in the river could be used for hydro generation. This provided that there was sufficient water to flow over the Falls in order to maintain its beauty.
In October 1950, the International Joint Committee was authorized to study and report on remedial work required for the preservation of the Falls. Their recommendations were approved July 22nd 1953.
During the following years, a 1,550 long Hydro Control Dam was built 250 feet downstream from the submerged barrier. The dam extended from the Canadian shoreline and was needed to regulate the water level in the Chippawa – Grass Island Pool.
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Kneading dough leads to the development of gluten and helps to uniformly distribute the gases that are produced by the yeast. This creates the conditions necessary for producing porous and spongy - in other words, delicious - yeast-based bread. Read on to learn how to knead dough like a professional.
Getting the Dough Ready to Knead
1Prepare a surface for kneading. It's easiest to knead dough on a flat surface that comes up to the level of your waist. Prepare a countertop, table, or another stable surface for kneading by cleaning it with warm, soapy water, then wiping it completely dry with a towel. Sprinkle flour over the dry surface so the dough won't stick when it's time to knead.
- Some recipes call for kneading the dough inside a bowl. In these cases the dough is usually only supposed to be kneaded for a minute or two. For recipes requiring a kneading period of more than three minutes, plan to use a flat surface instead.
- If you don't want to knead the dough directly on top of your table or countertop, you can line your work surface with parchment paper sprinkled with flour. Special nonstick surfaces designed to aid in kneading dough are available for purchase at baking stores.
2Combine the ingredients for your dough. Use the ingredient amount listed in the recipe you are using. Basic dough ingredients are usually flour, yeast, salt, and water. Mix the ingredients well with a wooden spoon in preparation for kneading.
- If loose flour is still sticking to the sides of your mixing bowl, the dough is not yet ready to knead. Keep stirring it with a spoon until all the ingredients are combined.
- If you're having trouble moving the wooden spoon through the dough, it's ready to be kneaded.
3Turn the dough onto your work surface. Dump it from the bowl directly onto the flat surface you prepared. It should form a loose, sticky ball. The dough is now ready to be kneaded.
Kneading the Dough
1Wash your hands before kneading. Kneading requires working the dough between your bare hands, so wash them and dry them well before you begin. Remove your rings and other jewelry that might get caught in the dough, and roll up your sleeves so they don't get sticky. Since you're working with a floured surface, you may want to protect your clothes with an apron.
2Gather the dough into a pile. When you first plunge your hands into the dough, it will be sticky and difficult to gather. Go ahead and work the dough with your hands, forming it into a ball, pressing it down and reshaping it. Continue doing so until the dough is no longer as sticky, and it becomes possible to shape it into a ball without the dough falling apart.
- If the dough doesn't seem to be losing its stickiness, sprinkle more flour over the top and work it into the dough.
- You can lightly dust your hands with flour to keep the dough from sticking too much.
3Punch the dough. Press the heels of your hands into the dough, pushing forward slightly. This is called "punching" the dough and helps the gluten start working. Continue doing this until the dough is slightly springy.
4Knead the dough. Fold the dough in half and rock forward on the heels of your hands to press it flat. Turn the dough slightly, fold it in half, and rock into it again with the heels of your hands. Repeat for 10 minutes, or as long as the recipe tells you the dough should be kneaded.
- The kneading process should be rhythmic and steady. Don't work too slowly; handle each part of the dough quickly, never letting it rest for too long between turns.
- 10 minutes is a long time to repeat a physical task. If you get tired, have someone else step in and continue the kneading process.
Knowing When to Stop Kneading
1Consider the texture. The dough starts out sticky and lumpy, but after 10 minutes of kneading it should be shiny and smooth. It should be tacky to the touch with an elastic feel. If any lumps or sticky parts remain, continue kneading the dough.
2Test if the dough holds its shape. Shape the dough into a ball and let it drop to your work surface. Did the ball shape stay intact? If the dough is ready, it should hold its shape.
3Pinch the dough. Dough becomes firmer as you knead it, just as winding a spring makes more winding more difficult. Pinch a bit of dough between your fingers. If it's ready, it will feel like an earlobe. When the dough is poked, it should spring back into shape.
4Continue the recipe. Most recipes instruct you to let the dough rise in a warm place for a few hours after the first kneading is finished. Once it has doubled in size, you may need to punch the dough down and knead it for a few more minutes, then let it rise again before baking.
- If you kneaded the dough until it was firm, springy and shiny, your bread should have a crunchy crust with a soft, chewy interior.
- If the dough was not thoroughly kneaded, the bread will turn out tough, dense and a little flat.
Should all purpose flour be used rather than self rising flour for yeast dough?wikiHow ContributorAlthough its not "bad" to use self rising flour together with yeast, for bread it's best to use normal flour, without rising agent. Just add salt, yeast and water. The yeast does the rising for the bread.
What causes the dough to break up into little pieces?wikiHow ContributorThis usually means too much flour has been worked into the dough. Add a tablespoon of water and work it in, only one tablespoon at a time, until a soft, doughy texture is attained. If the dough is too wet/sticky, work in a little flour to return to the correct texture.
- For any pastry not using yeast, you should probably knead only enough to obtain a smooth, even consistency and fully mix the ingredients. For bread, you want to build gluten, but gluten in recipes without yeast can make them tough.
- It's very difficult to over-knead by hand. It is definitely possible to over-knead with a mixer, though.
- Distinguish between bread flour (for recipes with yeast) and pastry flour (for recipes without yeast). The former will help you build gluten. The distinction is more important for whole wheat flour than it is for white or unbleached flour.
- Time your kneading, especially if the recipe suggests a time. 20 minutes can seem like a long time doing the same repetitive activity. Don't cut it short.
- Add flour as necessary to keep the dough from sticking. Generally, if you are making bread, you have added enough flour when the dough mostly stops sticking to the board. The amount will vary somewhat according to the moisture in the loaf. If you are making something else, such as biscuits, add flour according to the recipe plus just enough on the outsides to keep it from sticking too badly.
- Try not to tear the dough, just stretch it.
- A dough scraper can make cleanup easier. Anything with a straight but fairly blunt edge will do.
- Cool, dry hands are best for kneading.
- For easier cleanup, especially with sticky dough, wear latex disposable gloves when kneading.
Sources and Citations
In other languages:
Italiano: Impastare la pasta per Pane e Pizza, Español: amasar, Português: Sovar Massas, Deutsch: Teig kneten, Nederlands: Deeg kneden, Français: pétrir de la pâte, 中文: 做香蒜面包, Русский: месить тесто, Bahasa Indonesia: Menguleni Adonan, Čeština: Jak hníst těsto, हिन्दी: डो (Dough) को गूंधें, Tiếng Việt: Nhào Bột, 日本語: パン生地をこねる
Thanks to all authors for creating a page that has been read 564,700 times.
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If you have a structure with any portions of untreated or unpainted wood in South Carolina you are going to most likely meet the carpenter bee. These robust black and yellow bees resemble bumble bees; however, bumble bees have yellow fuzz on their abdomens while the abdomen of the carpenter bee is black and shiny. Only the females of both species have stingers but the carpenter bee is less likely to sting.
Beginning in March or April you will see carpenter bees hovering around your structure or even around you. A sure way to know you are dealing with these destructive pests is when you see them boring out holes in a wood portion of your structure. Sometimes the actual hole is hard to see but you can’t miss the mess of wood shavings and excrement on the face of your siding or piled below the hole. The female carpenter bee will make a hole about ½” in diameter into the wood then turn ninety degrees making a tunnel in the wood. This is where she lays her eggs and brings nectar and pollen to feed her young. If the bees are allowed to return year after year they can cause extensive damage. You want to stop this activity before birds find the larvae. Wood peckers will tear up the wood to get to these delectable treats. The buzzing sound inside the wood from the larvae might as well be a dinner bell.
The Pest Force can treat and patch the holes and also advise you on correcting the conditions that might be attracting carpenter bees.
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Debra Lambrecht, Founder, Caulbridge Education | August 6, 2014
Learning is the foundation for a human being to act and behave in new ways. While information alone can be valuable, learning develops a capacity to translate information into knowledge, knowledge into understanding, understanding into wisdom, and any of these into action. At the same time, acting or behaving in new ways can support healthy brain development and influence learning. Children experience the world through the senses; then interpret those experiences through the intellectual and emotional body, which leads to action.
Sensory processing and learning disorders are on the rise, with a recent study suggesting that one in six children experiences sensory challenges sufficient to disrupt their academic, social and/or emotional development. Whether these challenges result from environmental influences or a child’s particular circumstances, schools have become overwhelmed with special needs students, which in recent years has led to the growth of a relatively new industry of educational therapists, sensory integration specialists or occupational therapists offering services outside of school.
Caulbridge School integrates healthy sensory practices into the regular lessons and activities to support the student’s balanced development.
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Central African Republic
Practice Relating to Rule 139. Respect for International Humanitarian Law
The Central African Republic’s Instructor’s Manual (1999) states in Volume 1 (Basic and team leader instruction): “Even though killing the enemy is their duty, combatants are obliged at all times to respect, and ensure respect for, the laws and customs of war, also known as the law of war.”
The Central African Republic’s Interdepartmental Order on the Dissemination of IHL (2008) states:
Art. 1: A Committee for the Dissemination of International Humanitarian Law to the Defence and Security Forces is created.
Art. 2: The committee is responsible for the coordination and the efficiency of International Humanitarian Law activities within the Defence and Security Forces.
In this respect, it is responsible for:
- Defining the standard norms for the rules of engagement [and for the] structure of orders within the Defence and Security Forces during their respective missions;
- Creating International Humanitarian Law cells in the units and services of the Defence and Security Forces present in territorial communities;
- Ensuring the application of International Humanitarian Law at the strategic, tactical and operational levels during the conduct of operations.
The Central African Republic’s Instructor’s Manual (1999) states in Volume 2 (Instruction for group and patrol leaders):
Each military commander is responsible for respect for the law of war within his sphere of command. Within his unit, he is in particular responsible for the instruction of the law of war in order to induce his troops to adopt a behaviour in conformity with the law and above all vis-à-vis specifically protected persons and objects.
I. GENERAL RESPONSIBILITY IN MILITARY OPERATIONS
As a rule, the commander of the forces carrying out a military operation is responsible for ensuring respect for the law of war. This responsibility extends to the civilian domain to the extent required by the law of war, in particular regarding cooperation with the civilian authorities.
In Volume 3 (Instruction for non-commissioned officers studying for the level 1 and 2 certificates and for future officers of the criminal police), the manual states:
Controlling execution is the final step in the command process. The aim is to ensure that the orders given to subordinates are executed as intended by the commander.
Control helps strengthen order and discipline. It enables the military commander to intervene and, if necessary, to correct the way an action is carried out or to take any appropriate measures.
Control allows the military commander to ensure that his subordinates respect and ensure respect for the law of war in their sphere of responsibility.
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Customer complaints of clicking, ticking, grinding or ratcheting noises from the front hubs during 2WD mode may be due to a mechanical or a vacuum related issue. The front hubs on the following applications are equipped with actuators referred to as Integrated Wheel Ends (IWE). These actuators function via engine vacuum and spring tension. Vehicles equipped with this hub arrangement include 2006-2020 F150 4×4 (except Raptor), 2003-2020 Expedition and Navigator 4×4.
On these applications, the front hubs are engaged during periods of no vacuum to the actuators. When vacuum is applied to the actuators, the front hubs are disengaged, resulting in the vehicle operating in the 2WD or free-wheeling mode. This disengagement prevents wear and tear on components and improves fuel economy, as major components such as half shafts, components in the front differential and the front driveshaft are not turning.
The clicking, ticking, grinding or ratcheting noises from the front hubs are usually the result of a partial engagement of an IWE. While the symptoms may be the
result of mechanical damage to the IWE, loss of vacuum is usually the culprit. The absence of vacuum locks the hubs in position for 4×4 operation. A partial vacuum loss can result in a partial engagement of the hubs and the gear teeth grinding or shearing. A loss of vacuum on one IWE can result in noise or damage
to the opposite IWE. Heavy acceleration resulting in a drop in manifold vacuum can affect engagement of the hubs.
If you have driven a vehicle with vacuum-operated windshield wipers, you can appreciate how throttle application can affect engine vacuum and the speed of the wipers. Under heavy throttle application, like ascending a steep grade, the wipers slow to a snail’s pace due to a loss of manifold vacuum. The same condition can affect the IWE engagement, especially when compounded by a partial vacuum leak.
For noise symptoms, perform some quick checks prior to removing the hub components to determine if mechanical damage has occurred to the teeth on the IWE. With the front end of the vehicle supported safely on jack stands, rotate each tire/wheel while observing the half shaft on each side.
With the engine off, the half shafts should rotate while turning the tire/wheel, as the IWEs should be engaged due to the absence of vacuum.
With the engine idling, the half shafts should not rotate while turning the tire/wheel, as the presence of vacuum disengages the IWEs.
A faulty check valve, solenoid, or leaking vacuum reservoir can result in a low vacuum condition. This can result in damage to the IWE teeth, requiring replacement of the components. The solenoid and check valve are common failure items. While performing a recent repair, we had difficulty obtaining the two components, as they were on backorder with Ford. The solenoid is often damaged due to water intrusion. Its position on the cowl makes it highly susceptible to water entry. Often, the water enters the solenoid and travels through the vacuum hoses, contaminating the IWEs, causing corrosion and thereby preventing engagement/disengagement of the hubs.
When driving the vehicle in 2WD, and you suspect partial engagement of one of the IWEs as the source of the noise, place the selector switch to a 4×4 position. If this eliminates the noise, partial engagement is the culprit. With the exception of an electrical check on the vacuum control solenoid, a handheld vacuum pump and vacuum gauge will perform most tests necessary to pinpoint the problem.
By Larry Hammer Technical Services
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Everyone looks to green hydrogen as the new frontier of fuels. But its storage and long-distance transport are still open challenges. Ammonia is an emerging alternative as an indirect storage medium for hydrogen.
So-called “green ammonia” provides a path to decarbonize various applications that still depend on fossil fuels. Ambitious zero-carbon energy targets rely heavily on renewables. But to ensure energy security from these intermittent sources, it is necessary to resort to energy carriers, with “green” hydrogen”, synthesized using renewable energy sources, usually the first to be considered.
Green hydrogen, made from water electrolysis using renewable energy, is the ideal candidate for clean energy generation. But there are several hurdles to overcome. Two of the main challenges are related to storage and transport. The lack of adequate infrastructure for the effective transportation of hydrogen requires expensive dedicated networks.
Large-scale storage of the gas, so necessary for the progression towards a hydrogen economy, also has severe limitations — the need for specially insulated cryogenic tanks and refrigeration units greatly increases weight and cost. The chemical conversion of hydrogen into another energy carrier can provide a solution.
Ammonia has a high hydrogen content and does not contain carbon. Obtained by the reaction of atmospheric nitrogen with hydrogen, it can be easily stored as a liquid at moderate pressures (10-15 bar) or refrigerated at -33°C. It can be conveyed around the world through the existing distribution network of pipelines, tankers and ships.
Furthermore, it could offer numerous other advantages, even as a zero-carbon fuel, because it can burn in vehicle engines or in power plants to generate electricity. When ammonia is produced from green hydrogen – making it “green ammonia” – these benefits have a significant impact.
However, ammonia has its limitations too. It is a toxic gas that produces nitrogen oxides. When burned at high temperatures, ammonia produces nitrogen dioxide, contributing to air pollution which causes acid rain and can damage respiratory systems.
Combustion also produces small amounts of nitrous oxide, a more harmful greenhouse gas than carbon dioxide and methane. It is therefore preferable to use fuel cells rather than an internal combustion engine; a fuel cell converts chemical energy into electrical energy without burning fuel, thus preventing the release of dangerous gases or particles into the air.
Different types of fuel cells have been studied, and their performance varies according to specific applications. Solid oxide fuel cells (SOFC) are considered the most efficient power generation method. This type of fuel cell shows high energy conversion efficiency and a high degree of fuel flexibility.
A 2-megawatt system, fueled with ammonia, is installed on the Viking Energy supply ship in Norway and will be tested in 2024. There are several challenges to address before the technology can be fully exploited, such as increasing power density and reducing costs.
Several projects for the production of electricity from green ammonia are underway. Some are on a pilot scale. The EU HiPowAR (Highly Efficient Power Production By Green Ammonia Total Oxidation In A Membrane Reactor) project is testing an innovative technology for direct energy conversion of renewable ammonia fuel into electricity through a membrane reactor.
Compared to combustion engines and steam power plants, the new membrane reactor should provide greater energy conversion efficiency. It should also enable a breakthrough in the direct conversion of ammonia as an easily storable, carbon-free hydrogen carrier into usable energy.
Leading fertilizer companies are also actively involved. Fertiberia and Iberdrola have announced their intention to produce green ammonia for emission-free fertilizers. Spain could become one of the most important producers and exporters of green ammonia in Europe.
The initial investment of 150 million euros involves constructing a 100 MW photovoltaic solar field, a lithium-ion battery system with a storage capacity of 20 MWh, and an electrolyzer capable of producing about 360 kg/hour of hydrogen (20 MWel in). The green hydrogen produced will be used in the Puertollano Fertiberia ammonia plant to produce green fertilizers.
The latest fertilizer company to announce a massive green ammonia project is the Norwegian Yara International. To electrify and decarbonize its ammonia plant in Porsgrunn, they will replace the hydrogen from hydrocarbons with water electrolysis powered by renewable energy.
In partnership with Statkraft and Aker Horizons, Yara aims to produce emission-free fuel for shipping, carbon-free fertilizers and ammonia for industrial applications.
It plans to install electrolyzer capacity for 20,000 tons of ammonia per year by 2023. The company also has two other exciting pilot projects in store: one in Pilbara, Australia, with 3,500 tons of ammonia capacity from solar energy; another in Sluiskil, the Netherlands, with 70,000 tons of green ammonia capacity from wind energy.
The futuristic city of Neom in Saudi Arabia will host the largest and most ambitious project. Developed by a joint venture between Neom Town Hall, the Saudi company ACWA Power and the US Company Air Products, the facility will produce 1.2 million tons of green ammonia per year.
Green ammonia is not only a valid alternative to hydrogen as a carbon-free fuel. It can also help hydrogen’s cause. With the correct subsidies, there is a real potential to develop a renewable energy export market to kick-start the hydrogen economy.
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1. The Illiterate.
The illiterate, as they are known, are ignorant of the power of education. The predominance of them
see years spent in school as a waste of time.
2. People With Financial Crisis.
Another category of people who often say “Education does not guarantee success” are those who can’t afford to send their children to higher institution or the victims of these parents. They say this to console themselves.
3. People who give up when seeking admission.
The indolent people have never run out of excuses. They always have something to say to defend their inabilities. After they could have applied for admission for a number of times and couldn’t make it. They end up saying “Education does not guarantee success”.
4. People with poor grades.
Students with low grades are often scare of their chances of graduating well. They mostly have the phobia that their certificates will be inoperable. A good clause they used to soothe themselves is “Education does not guarantee success”.
5. Those who succeed without education.
Let me first congratulate this category of people for their achievements. This set of people at times discourage people from going to higher institution because of their success without the effect of education. They won’t use those who make it with education as examples but only themselves. Like the first category of people I mentioned above, they also see education as a waste of time. They constantly say ” Education does not guarantee success”.
According to me, It is true that education does not guarantee success but it is one of the prerequisite of success.
Article written by Sotikare Olakunle
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The Evolution of the Role of the Product Manager
Watch our recorded webinar to hear a panel discussion on the current state of Product Management and how market forces continue to impact the art and science of product management.
Hear Kirsten Butzow of Pragmatic Marketing and Eric Boduch of Pendo, discuss:
- Industry trends like the rise of Agile Development
- The rapid adoption of Cloud and SaaS
- The ongoing emphasis on Design and UX, and the increasing importance of product data and analytics have impacted the skills, roles, and toolsets of Product Managers
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Publications, Reports & Research
Our publications, reports and research library hosts over 500 specialist reports and research papers on all topics associated with CCS.
Toward a common method of cost estimation for CO2 capture and storage at fossil fuel power plants
30th January 2013
Organisation(s): DOE National Energy Technology Laboratory (NETL), Electric Power Research Institute (EPRI), Global CCS Institute, IEA Greenhouse Gas R&D Programme (IEAGHG), International Energy Agency (IEA), Zero Emissions Platform
There are more than 100 papers in the public domain on the costs of CCS. However, there are significant differences in the methods employed by various organizations to estimate the cost of CCS systems for fossil fuel power plants. Many of these differences were discussed at a series of workshops, commencing in 2011, through which an international group of experts from industrial firms, government agencies, universities, and environmental organizations met to share information and perspectives on CCS costs for electric power plants.
Such differences often are not readily apparent in publicly reported CCS cost estimates. As a consequence, there is a significant degree of misunderstanding, confusion, and misrepresentation of CCS cost information, especially among audiences not familiar with the details of CCS costing.
A key recommendation of the first workshop was that a task force be formed to develop guidelines and recommendations for a costing method and nomenclature that could be broadly adopted to produce more consistent and transparent cost estimates for CCS applied to electric power plants.
Commencing in late 2011, and Chaired by Ed Rubin, task force members George Booras (EPRI), John Davison (IEAGHG), Clas Ekstrom (Vattenfall), Mike Matuszewski (USDOE/NETL), Sean McCoy (IEA) and Chris Short (Global CCS Institute) prepared a White Paper outlining both differences that exist in many current studies as well as providing guidelines and procedures for CCS costing, encompassing the full chain of CCS.
The aim of the work is not to suggest or recommend a uniform set of assumptions or premises for CCS cost estimates. There are good reasons why the cost of a given technology may vary from one situation to another and from one location to another. Rather, the sole objective is to help all parties with an interest or stake in CCS costing do a better job by addressing the major deficiencies in current costing methods, especially differences in the items included in a cost analysis.
The report addresses six major topics relevant to CCS costs
- defining project scope and design
- defining nomenclature and cost categories for CCS cost estimates
- quantifying elements of CCS cost
- defining financial structure and economic assumptions
- calculating the costs of electricity and CO2 avoided
- guidelines for CCS cost reporting
ZEP is an advisor to the European Union on the research demonstration and deployment of CCS. The ZEP’s Taskforce Technology has undertaken a study into the costs of complete CCS value chains – i.e. the capture, transport and storage of CO2 – estimated for new-build coal- and natural gas-fired power plants, located at a generic site in Northern Europe from the early 2020s. Utilising new, in-house data provided by ZEP member organisations, it establishes a reference point for the costs of CCS, based on a 'snapshot' in time (all investment costs are referenced to the second quarter of 2009).
Three Working Groups were tasked with analysing the costs related to CO2 capture, CO2 transport and CO2 storage respectively. The resulting integrated CCS value chains, based on these three individual reports, are presented in this summary report. For a complete picture of how the results were obtained, and all underlying assumptions, please refer to the three individual reports.
The overall report’s key conclusions are as follows:
Post 2020, CCS will be cost-competitive with other low-carbon energy technologies
The EU CCS demonstration programme will not only validate and prove the costs of CCS technologies, but form the basis for future cost reductions, enhanced by the introduction of second- and third-generation technologies. The results of the study therefore indicate that post-demonstration CCS will be cost competitive with other low-carbon energy technologies as a reliable source of low-carbon power. CCS is on track to become one of the key technologies for combating climate change – within a portfolio of technologies, including greater energy efficiency and renewable energy.
CCS is applicable to both coal-and natural gas-fired power plants
CCS can technically be applied to both coal- and natural gas-fired power plants. Their relative economics depend on power plant cost levels, fuel prices and market positioning, whereas applicability is mainly determined by load regime.
All three CO2 capture technologies could be competitive once successfully demonstrated
The study includes the three main capture technologies (post-combustion, pre-combustion and oxy-fuel), but excludes second-generation technologies (e.g. chemical looping, advanced gas turbine cycles). Using agreed assumptions and the Levelised Cost of Electricity as the main quantitative value, there is currently no clear difference between any of the capture technologies and all could be competitive in the future once successfully demonstrated. The main factors influencing total costs are fuel and investment costs.
Early strategic planning of large-scale CO2 transport infrastructure is vital to reduce costs
Clustering plants to a transport network can achieve significant economies of scale – in both CO2 transport and CO2 storage in larger reservoirs, on- and offshore. Large-scale CCS therefore requires the development of a transport infrastructure on a scale matched only by that of the current hydrocarbon infrastructure. As this will lead to greatly reduced long-term costs, early strategic planning is vital – including the development of clusters and over-sized pipelines – with any cross-border restrictions removed.
A risk-reward mechanism is needed to realise the significant aquifer potential for CO2 storage
Location and type of storage site, reservoir capacity and quality are the main determinants for the costs of CO2 storage: onshore is cheaper than offshore; depleted oil and gas fields (DOGF) are cheaper than deep saline aquifers (SA); larger reservoirs are cheaper than smaller ones; high injectivity is cheaper than poor injectivity. Given the large variation in storage costs (up to a factor of 10) and the risk of investing in the exploration of SA that are ultimately found to be unsuitable, a risk-reward mechanism is needed to realise their significant potential and ensure sufficient storage capacity is available – in the time frame needed.
CCS requires a secure environment for long-term investment
Based on current trajectories, the price of Emission Unit Allowances (EUAs) under the EU Emissions Trading System will not, initially, be a sufficient driver for investment after the first generation of CCS demonstration projects is built (2015-2020). Enabling policies are therefore required in the intermediate period – after the technology is commercially proven, but before the EUA price has increased sufficiently to allow full commercial operation. The goal: to make new-build power generation with CCS more attractive to investors than without it.
The companies, scientists, academics and environmental NGOs that together make up the Zero Emissions Platform (ZEP) have undertaken a ground-breaking study into the costs of CCS based on new data provided exclusively by ZEP member organisations on existing pilot and planned demonstration projects. Costs for different CCS options were determined using data for postcombustion, pre-combustion and oxy-fuel capture technologies, pipeline and shipping transport and storage in on and offshore depleted oil and gas fields and deep saline aquifers. This report summarises the key conclusions of the study.
The companies, scientists, academics and environmental NGOs that together make up the Zero Emissions Platform (ZEP) have undertaken a ground-breaking study into the costs of CO2 capture based on new data provided exclusively by ZEP member organisations on existing pilot and planned demonstration projects. This report describe costs associated with the capture process and the conditioning and compression/liquefaction of the captured CO2 required for transport. The technologies studied are first-generation capture technologies, namely post-combustion CO2 capture, IGCC with pre-combustion capture and oxy-fuel for hard coal, lignite and natural gas.
The companies, scientists, academics and environmental NGOs that together make up the Zero Emissions Platform (ZEP) have undertaken a ground-breaking study into the costs of CO2 transport based on new data provided exclusively by ZEP member organisations on existing pilot and planned demonstration projects. This report describes three methods of transportation namely onshore pipeline transport, offshore pipeline transport and ship transport.This report presents detailed cost elements and key cost drivers for each transport method.
The companies, scientists, academics and environmental NGOs that together make up the Zero Emissions Platform (ZEP) have undertaken a ground-breaking study into the costs of CO2 storage based on new data provided exclusively by ZEP member organisations on existing pilot and planned demonstration projects. This report describes the bottom-up approach taken using cost components provided by ZEP members. In order to cover the range of potential storage configurations and still provide reliable cost estimates, storage was divided into six main typical cases, according to major differentiating elements. Including depleted oil and gas fields (DOGF) vs. deep saline aquifers (SA), offshore vs. onshore, and whether existing wells were re-usable.
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Biology Facilities and Equipment
Biology majors will learn and work within innovative facilities and with state-of-the-art equipment in Bracy Hall and the newly constructed Gallaher Hall. Students have access to spaces such as a herbarium with thousands of specimens of Ohio plants and a geographic information systems lab with cutting-edge software, large format printers and high-speed computers.
Additionally, students have opportunities to use portable photosynthesis equipment for precise measurement of carbon dioxide in the environment and learn to undertake nutrient analysis of plants, soils and water with a flow injection analyzer.
From fluorescence microscopes and UV-Vis spectrophotometers to 96-well plate readers and gas analyzers, students can perform various research in areas such as:
The Tissue Culture lab
The Huston-Brumbaugh Nature Center
The Microscopy lab
The SEM lab
Faculty and student collaboration spaces include:
Microbiology and Virology labs,
Developmental Biology and Molecular Genetics labs,
Physiology and Physiological Ecology labs
Terrestrial and Aquatic Ecology labs.
Schedule a campus visit today to learn more in person.
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Hal (Jack Black) got stuck on an elevator with Tony Robbins and had the chance talk whilst waiting. Hal is about to recieve the gift he never expected from Tony Robbins. He will have the chance to meet the love of his life in a different perspective. He will meet Rosemarie Shanahan’s inner beauty and will look different in his eyes. Hal will be able to defend Rosemarie Shanahan as he meets her family, friends and even her ex lover who happen to have a psoriasis.
is a disease that is rapid proliferation of epidermal cells and abnormal increase of keratin at the basal layer. There is no cure for this disease however the signs and symptoms can be manage with lifetime treatment an avoiding aggravating factors.
Signs and symptoms
- red scaling papule with silvery plaque and pruritic or itchy
- When the patches are scraped off they appear to bleed.
- Scalp, lower back, genitalia, gluteal cleft, fingers, elbows and knees are prone to this signs in bilateral oval form.
- It also appear in the nails (pitting discoloration, nail plate separated from nails, crumbling beneath the free edges)
- palmar pustular psoriasis
- adjacent skin – red smooth plaques with emacerated surface
- Guttate psoriasis – 1 cm wide lesion similar to raindrops scattered to body caused by streptoccocal infection
- Seasonal and hormonal changes
- Unfavorable environment (cold weather)
- Medications (lithium, beta blockers and indomethacin)
- 15 to 50 years old
Presence of plaque type lesion confirms the diagnosis.
The treatment includes prevention of dryness
- removing of scales with warm water and
- oil bath (olive oil, Aveeno oilated oatmeal bath and mineral oil)
- coal tar preparations (Balnetar)
Pat dry with towel and avoid rubbing ro scratching.
2. emolient creams are given after bath. It moisturizes the skin and provides occlussive film on skin. Normal water loss is halted. Traps water and hydrates the stratum corneum.
- alpha-hydroxy acids (Lac-hydrin, Penederm)
- Salicylic acid (softens thick skin)
- Topical Application
- Tar Preparations -It is seldom use because it can irritate skin, difficult to apply and it is malodorous
- Anthralin – need to inform the patient that it leaves a brownish purple stain on the skin but it will subside after the medication has stop. Cover with gauze, stockinette, soft covering to avoid furniture staining
- Salicylic acid
- Vitamin D preparation – Suppresses epidermopoeisis
- Calcipotriene (Dovonex) – it is non steroidal anti inflamatory drugs and a Vitamin D2 Derivative available in cream or solutionIt acts by decreasing mitotic turnover. Local irritation of the skin is the most common side effect. Monitor for Hypercalcemia. Avoid application in the face and intertrigenous areas (skin that are prone to friction rub such as the axilla). Not given to elderly patients and pregnant women.
- Tazarotene (Tazorac) – A retinod compound that slough off scales/plaque. Increase sensitivity to sunlight or photosensitive. Avoid photosensitizers such as tetracyline or antihistamine medications when treated with Tazoratene. Contraindicated for pregnant women. Side effects include burning, erythema, irritation at the site for severe psoriasis but not applicable for face and areas prone to friction such as axilla.
- Corticosteroid – High potency corticosteroids are given to severe psoriasis patients twice a day for four weeks with two weeks interval before reapplying. Not for face and intertrigenous areas. Moderate potency is recommended for long term use. Low potency is long term use for face and friction prone areas.
When the medication has been applied cover with tubular plastic or vinyl jumpsuit and cover the hands with gloves and feet with plastic bag and hair with a shower cap. Check flammability for plastic substances and avoid smoking.
Side effects of corticosteroids are cataract, striae, medication resistance, atrophy and telangiectasis which causes adrenal suppression.
2. Intralesional Agents – are given to patients who are resistant to treatment.
- Triamcilidone Acetinode ( Aristocort, Kenalog-10, Trymex)
3. Systemic Agents – Increase risk for flare ups on withdrawal.
- Methrotrexate – inhibits DNA synthesis in epidermal cells and reducing the turnover time of the psoriatic epidermis. Taken with food to avoid nausea.Side effects include bone marrow suppression and livr toxicity. Advise patient not to drink alcohol during treatment. Monitor for hepatic symptoms, hematopoiesis and renal system disorder.
- Hydroxyurea – affects DNA synthesis. Side effects bone marrow suppresion.
- Cyclosporine A – a cyclic peptide used to prevent the rejection of transplanted organs. Side effects include nephrotoxicity and hypertension
- Oral retinoids – Vitamin A ( synthetic derivatives and its metabolites) modulates growth and differentiation of epithelial tissue
- Etritinate – severe pustular/ eryhtrodermic psoriasis; teratogenic
- Photochemotheraphy -Psorden medication with Ultraviolet A (PUVA) light treatment given for patients who are severely debilatated with psoriasis.
PUVA has elctromagnetic spectrum of 180 – 400 nm. It is given with 8- Methoxypsoralen (photosensitizing meds that effects for 6-8 hours. Advice patient to avoid exposure to sun or apply sunscreen protection and wear green or gray tinted glasses. Schedule a regular opthalmology examination). Psoralen with PUVA psoralen binds with DNA and dicrease cellular proliferation. Side effects include skin cancer, cataracts and premature aging. It has a chamber that contains high out black-light lamps and an external reflectance system. Exposure time will depend on the skins tolerance given for 2-3 times a week until cleared. There’s an interim peroid of 48 hours in between. When cleared of psoriasis, maintenance of less potent therapy is given to prevent minor flare ups.
Ultraviolet – B (UVB) treats generalized plaques. Ranging from 270 to 350 nm. It may be given alone or with topical coal tar.
Narrow band uvb has a spectrum of 311-312 nm. It lessens the epoxure to UV rays but increases specific theraphy.
If photochemotheraphy is not possible patient can have direct exposure to sunlight. However patient will be prone to acute sunburn, photosensitive disorders such as lupus, rosacea, polymorphic light and eruption. It can cause wrinkles, thickening of the skin and skin cancer.
Excimer lasers treats the scalp and hard to treat areas which aims directly on plaque. Spectrum light is 308 nm given in four to six treatments and clears in nine months.
- sacroiliac and distal joints of fingers
- Mild joint discomfor and pitting of fingernails with cutaneous lessions
- Treated with joint rest, heat and salicylates
- Psoriatic arthropathy
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Before tar sands reach consumers as usable energy, they undergo extensive refining. Refineries like the BP Whiting Indiana plant or the Marathon Detroit plant are long-standing institutions that have recently been retrofitted to accommodate the shift of energy source. They sit directly on Great Lakes waterfronts. Despite a lawsuit by The Natural Resources Defense Council (NRDC) and the Legal Environmental Aid Foundation (LEAF) of Indiana with help from the Environmental Law & Policy Center (ELPC) against the BP Refinery and a United Steelworkers (USWA) strike in winter 2015, few residents or consumers of Tar Sands energy know how refineries operate or relate to their host communities. Since the host communities tend to be disproportionately poor and underserved, questions of causality immediately arise. Do refineries make communities poor or do they develop largely in poor communities? How do refineries impact the economic and political status of their neighbors and how can the neighbors’ concerns be heard by energy executives or, for that matter, by the consumers of oil? Tar Sands come with their own byproduct, Pet Coke, a kind of coal produced by refining oil sands. Pet Coke sits in exposed piles on the southeast side of Chicago and in Detroit, generating dust with deleterious health effects on those who breathe it.
Noah Hall from Wayne State University will be presenting the following:
The Great Lakes region has a complex and inconsistent approach to oil production, from drilling to transport to refinement. The region has significant oil resources that would be economically and technologically accessible through drilling in the Great Lakes, but with strong public opposition to drilling, it is mostly prohibited by both American states and Canadian provinces and the respective federal governments. The region is also a central part of the North American pipeline system for distribution and transport. After the Enbridge pipeline rupture decimated the Kalamazoo River in 2010, public attention has focused on the risk of pipeline failures, and existing and new pipeline proposals are under increased scrutiny and facing more legal opposition. Finally, the region is a hub for oil refining, building more capacity to process tar sands crude. While the law reflects public opposition to drilling, and legal fights over pipeline transport are building with public concern, the public and legal system have been slower to respond to the health risks of refining. Recent fights over pet coke storage in Detroit give some reason for hope, but the as the costs are disproportionately borne by minority and poor communities, environmental justice has not been achieved. The Great Lakes region must protect all citizens from the harms of oil production, at every stage, for the system to be both effective and just.
Thomas Frank from the Southeast Environmental Task Force will be presenting the following:
"A Toxic Tour"- For more than a century the southern shores of Lake Michigan have been home to one of the largest and oldest industrial regions on the planet - The Calumet Region. The existing conditions of the region lay bare the captured abuse of the fossil fuel age. And now in the late stages of the fossil fuel era, BP has built its largest refinery to date and the largest Tar Sands in the country. The BP Tar Sands refinery sits on the shores of the world’s largest freshwater resource, within the 4th most biodiverse region on the North American Continent and in what has become a densely populated urban community
Other presenters include:
Dr. Cecilia Martinez,
Center for Earth, Energy and Democracy
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I'm just wondering when using CDATA in XML if i get the text content of an XML element will the text include the CDATA tags?
Say I have xml like:
<name> <![CDATA[ my <text> here ]]> </name>
If I got the text content of the "name" element would the output be:
<![CDATA[ my <text> here ]]>
or would it simply be:
my <text> here
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The Italian word brutto (literally "ugly"), plural brutti, designates someone from Italy who is on the inceldom spectrum. It is also used as a synonym to the word italiancel.
Italian words to designate involuntary celibates[edit | edit source]
In Italian language there are many words that indicate a man who finds it hard to get a woman:
- Brutto (plural 'brutti'): ugly, bad looking man
- Sfigato: this word literally means "unlucky" but it's used to point out people who brings bad luck in a superstitious way. Among teenagers it means a generic "undesirable"; the word itself etymologically derived from the negating prefix "s-", and "figa" meaning "pussy", in other words it can be loosely translated as "deprived of pussy"; the word is similar to the English word "loser".
- Caso umano: derogary term used by Italian women to refer to unattractive men; roughly equivalent to "basket case"
- Single: borrowed from English
- Tardone: simple or slow minded
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AI (Artificial Intelligence) and 3D printing are just two examples of the massive inroads which smart technology have made in recent years regarding the manufacturing industry. Continually pushing for development, the current situation we have, now, in 2019, is a far cry away from the establishment of the infancy of the moving assembly line established in 1913. Taking these incredible advances in mind, the progression which has occurred in the past century have been, undeniably, colossal.
‘Enablers’ is the buzz term floating around industry, describing the various technology which has allowed for these rapid developments. Not only has this magic formula provided a host of businesses the capability to speed up their production and similarly increase the efficiency of their output, it has successfully offered a way for companies to measure and track their results— creating the opportunity for considerably greater profit.
A variety of software programmes involved in distribution, energy management, and sales, in regard to business processes, are now heavily relied on within the manufacturing processes— smart technology is at the heart of virtually every businesses’ operations. Here, with commercial gas supplier, Flogas, we take a look the various smart technologies available, and how they can be of benefit.
Unfortunately, as technology develops, businesses place a considerably larger emphasis on their use of digital platforms, which, similarly enhances the potential risk of an attack or failure. Due to the fact the manufacturing industry is the third most attacked sector in the UK, in regard to cyber-crime, implementing an effective cyber security scheme is crucial. Protection of your network is essential as helps prevent against any disruption or intrusion, which can prove particularly damaging to the production process.
The Internet of Things, For Industry
Businesses are likely to perform better once they have a firm understanding and insight into all of their processes. The production process is a complex machine and tracking each and every stage can be rather difficult, however, the IIoT (Industrial Internet of Things) allows for every device, machine, and process to be interlinked via one, larger data communications hub. By collating the various insights, suggestions can be made, inevitably leading to increased profit margins.
AI (Artificial Intelligence)
We probably all have opinion and a visual in our head of what AI is, however, for manufacturing, it’s probably considerably different to reality. In industry, AI effectively translates into an extension of human capabilities, through likes of voice control, which allows for staff members to instruct commands without physically having to enter information into a computer. Likewise, specially designed algorithms are also used by AI, helping it to react quicker to changes that may occur within a business’ data than a human would be able to.
A manufacturing business is only at its optimum level of performance when its machinery is in full-working condition, however, humans will often only notice an issue, once it has reached a state restricting it from further use. That said, smart technologies such as condition monitoring help assess drastic temperature changes and unusual vibrations to machinery. If a machine is in working order, the manufacturing process continues, and profits are protected.
Always Thinking Ahead
Strong evidence conducted in regard to ‘change’ within manufacturing has been able to suggest that it actually benefits a business and its output — often being the necessary push required to keep both colleagues and process up to speed.
Every business requires an in-depth knowledge of its inventory and tasking a staff member to manually enter every change is rather time consuming. Block-chain processes, on the other hand, has developed itself a must-have for manufacturing companies, allowing them to digitally track good, logs, and supply chains. Large amounts off data can be collated using real-time analysis, ultimately speeding up the production process, and guaranteeing that nothing is missed.
Effectively the next stage on from AI, industrial robotics, despite sparsely used at this present moment, are able to carry out a variety of manufacturing tasks, quicker and more efficiently than humans. More importantly, however, is the fact industrial robots present significantly less danger in regard to injury and therefore can be placed in situations which pose a higher risk to humans. In certain circumstances within the industry, ‘cobots’ have been established, to work in conjunction, or collaboration, with humans.
Often when manufacturers are developing a new product, a difficulty arises when they cannot successfully assess how said product will perform in different environments. Now, however, a ‘digital twin’, enables industrial companies to effectively mimic the product they already have, placing it into a host of varying arenas, ultimately providing them with the facility to forecast both cost and production.
The manufacturing industry has been enhanced tenfold by the vast range of developments which have occurred within the past century, but, more so the past decade. Companies can work better, faster, and smarter thanks to these smart technologies, but, who knows what’s next?
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Egress Filters for Additional Filtering Capabilities
Egress filters provide additional filtering capabilities when applied on tool or hybrid ports in a policy. Egress filters are used to pass or drop the traffic and can be combined logically using 'AND' and 'OR' operators.
Note: The number of egress filters vary depending on the platform. Refer to the Port Filters section for the number of filters allowed for each platform.
To apply egress filter for a tool port in a policy:
- Select the tool port or the hybrid port for which you need to add filters.
- Click the Egress filter icon and click Edit.
- Click Add a Rule.
- Select the required conditions.
- To create an egress filter with logical AND: In a single rule, create multiple conditions. That is, create Rule 1 with conditions for filtering IPv4 traffic and source leader in a bidirectional clock relationship (formerly master) port as '443'. Traffic will get filtered to the tool only if both of these conditions are true.
- To create an egress filter with logical OR: Create multiple rules with required conditions. That is create Rule 1 to filter IPv4 traffic and Rule 2 to filter traffic from source port ''443'. Traffic will get filtered to the tool even if one of the condition is true.
- Drop rules are applied first.
- If there are only drop rules, then all the traffic except that specified in the drop rule(s) will be passed.
- If there are only pass rules, only the traffic specified in the pass rule(s) will be passed and all other traffic will be dropped.
- If there are both drop and pass rules, only the traffic specified in the pass rule(s) that does not also match the drop rule(s) will be passed.
Note: Use the edit icon to edit the egress filter directly from the canvas. If you edit the egress filter in edit mode, the Deploy button is disabled.
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Graphite Filled, Electrically Conductive Adhesives
Master Bond offers a variety of graphite filled, electrically conductive adhesives, sealants and coatings. These compounds are used in applications that require a non-magnetic adhesive with high lubricity. Graphite filled adhesives offer a more economical alternative to silver filled epoxy systems.
Applications of Graphite Filled, Electrically Conductive Systems
Graphite filled compounds are used for their non-magnetic properties and their cost effectiveness. Common applications of our graphite filled conductive adhesives include:
- EMI/RFI shielding
- Electro static discharge (ESD) anti-static systems
- Bonding and sealing electronic components, electrical devices and electro-optical systems
Most Popular Electrically Conductive Graphite Filled Polymer Systems
- Graphite filled epoxy adhesive/sealant for use in specialty applications as well as EMI/RFI shielding where a non-metallic filler is required. Superb resistance to moisture and chemicals. Exceptional durability.
- MasterSil 155
- Two component, graphite filled, electrically conductive silicone compound. Cures to a tough, flexible black rubber. Superior resistance to vibration and shock. Service temperature range of
-85°F to +400°F.
- Cost effective, one component, graphite filled, elastomer adhesive/sealant/coating for EMl/RFI shielding. Superior shielding over a wide frequency range and excellent environmental resistance.
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If you are interested in making a difference in the lives of hundreds of children, consider a master’s degree in elementary education.
In most states, teachers must earn master’s degrees to obtain permanent certification or licensure. An online degree in elementary education is a great way to expand your expertise and solidify your future as a dynamic, skilled elementary educator. Furthermore, online degrees are usually more flexible and affordable than their on-campus counterparts, allowing current teachers and career-changers to continue working while they expand their knowledge of teaching and learning.
What kind of master’s degree in elementary education should you get?
Select your degree based on the specializations and customizations it offers to your chosen career path. If you are interested in helping students with disabilities, for example, consider a concentration in special education. If you would rather learn more about reading education, try a literacy specialization. These concentrations will help make you a more marketable job candidate, and will also make you a more impactful teacher.
If you’re deciding where to earn your undergraduate degree, head over to our ranking of the Best Online Bachelor’s in Elementary Education Degrees.
How much money do people make with a master’s degree in elementary education?
Starting salaries depend on the state in which you receive certification and ultimately end up working. Entry-level teaching salaries average $39,070 a year. Teachers with master’s degrees earn much more than the average starting salary, up to $51,00 per year. Most teachers earn higher salaries with additional years of experience and professional development. The job outlook for these positions is promising, with a projected growth of seven percent by 2026.
What can you do with a master’s degree in elementary education?
Although most individuals with master’s degrees in elementary education will go on to become classroom teachers in grades preK-6, some will pursue other opportunities. Popular career choices include educational consultants, curriculum developers, and special education teachers. With additional coursework and certifications, it is also possible to progress to a career as a literacy specialist or building administrator.
What are the requirements for a master’s degree in elementary education?
Some schools will require you to enter into your graduate studies with an initial teaching certificate. However, many programs only require a bachelor’s degree, and often it does not need to be in a teaching field. While enrolled in a master’s degree program, you will take classes in curriculum development, classroom management, and interventions for students with learning disabilities.
What are the best master’s degrees in elementary education?
Look for a master’s degree that will fit your current career goals and teaching experience. If you’re already working as a teacher, an online degree program is a great option, as it will allow you to continue teaching as you earn your credits. Search for a program with small student-to-faculty ratios, as your relationships with faculty and peers will be integral to your success.
Most online programs are now offered asynchronously, meaning you can take classes at your own pace and interact with peers and professors on your own time. Many online degree programs are also affordable, and many provide fellowships and scholarships to help make the dream of obtaining a master’s degree a reality.
1. Auburn University
The outstanding programs in Elementary Education at Auburn University are designed for individuals who already have initial teaching certification and are seeking professional certification in the state of Alabama. The university also offers a non-certificate pathway that allows passionate students to gain community and international experience with fewer overall requirements.
Thirty credit hours are required for both the certification and non-certification pathways. Students will take content area courses in language arts, math, social studies, and science, as well as education classes such as:
- Approaches to Teaching
- Literacy and Inquiry in the Content Areas: Grades 6-12
- The Elementary School Program
- Organization of Programs in Elementary Education
- Evaluation of Programs in Areas of Specialization
- Research Studies in Education in areas of Specialization
This affordable program starts at just $610 per credit hour. A variety of fellowships and grants are available, including graduate tuition fellowships. With a small student-faculty ratio of just 19 to 1 and 90 percent of faculty possessing terminal degrees, the quality of teaching and learning at Auburn is unsurpassed. As a result, it is ranked one of the Best Value Schools by U.S. News & World Report.
2. The University of Alabama
The online Master of Arts in Elementary Education at the University of Alabama is designed for busy professionals interested in pursuing master’s level teacher certification. The online program involves students in integrated practicum experiences and impactful educational research. The program is accredited by the National Council for Accreditation of Teacher Education and requires a minimal $375 per credit hour.
Thirty-six credit hours are required to complete this program, and applications are accepted year round. Required classes include:
- Evaluation of Classroom Learning
- Elementary School Curriculum
- Guiding Pupil Learning
- Computer Based Instruction
Students will also take classes in a chosen specialty area, such as Language Arts, Literacy, or Mathematics.
This program has received several accolades, including a third-place spot on The Best School’s top twenty online Master of Arts in Elementary Education programs. Numerous scholarships are available to graduate students, helping the University of Alabama secure a top ranking for its affordability. Popular scholarships include the Curry Bedsole Adams Endowed Scholarship, the Susan Duckworth Bedsole Endowed Scholarship, and dozens of other no-strings-attached awards.
3. Western Illinois University
The Master of Science in Education in Elementary Education at Western Illinois offers two different specializations that can be completed entirely online. Students may choose from elementary curriculum or literacy education. These programs are unique in that they do not utilize a cohort model, meaning students can pursue any sequence of coursework to complete their degrees. The program has no prerequisites and includes a capstone project that allows students to integrate their learning.
There is absolutely no campus attendance required by this program, which is taught by experienced, full-time faculty utilizing a variety of instructional and technological strategies. Required classes include:
- Methods of Research
- Assessment and Differentiation
- Recent Trends and Research in Elementary Education
- Teaching Language Arts in the Elementary School
- Mathematical Reasoning in School Mathematics
Western Illinois University is recognized as a Best Midwestern College by both Princeton Review and U.S. News & World Report. With a student-to-faculty ratio of 14 to 1, students are guaranteed to receive a quality education. Tuition starts at just $8,712 a year, making it both an affordable and flexible degree program for busy students.
4. University of North Carolina Wilmington
The interactive program in Elementary Education at the University of North Carolina Wilmington requires students to complete field placements during each semester, with a culminating full-time internship at an elementary school. This is a great option for teachers who are already employed and seeking an option for completing their graduate degrees while they remain employed.
The Watson College of Education at the University of North Carolina Wilmington offers forty-two different educator preparation programs, most leading to teacher licensure. The college has been ranked “exemplary” by the State Board of Education—one of only seven schools to receive this distinction. Students will take classes such as:
- Advanced Study of Elementary Education
- Research-Based Instructional Design and Assessment
- Advanced Study of Language and Literacy
- The Nature and Needs of Exceptional Children
- Understanding Diversity and Diverse Learners
The university offers several unique learning opportunities for graduate students, in particular, its international programs. Recognizing the benefit of understanding foreign cultures in relation to education, the university operates study abroad programs in Belize, Ethiopia, Ireland, London, and the Netherlands. With a few additional credits, education majors can even pursue an additional international concentration to accentuate their degrees.
5. University of Pittsburgh
The Elementary Education program at the University of Pittsburgh prepares teachers by enhancing their understanding of diverse learners and their classroom needs. Students will work with academic advisors to design their own studies.
Although this program requires thirty-six total credit hours, students who completed their undergraduate degrees at the university and obtained teacher licensure can finish their studies with just eighteen additional credits. Required classes include:
- Psychology of Learning and Development for Education
- Education and Society
- Disciplinary Literacy
- Language and Language Systems
- Theory and Practice in Teaching New Media and Literacies
- Literacy Assessment and Instruction for Children with Disabilities
- Inclusive Setting Classroom Management Strategies
This program is ranked twenty-seventh in the nation by U.S. News & World Report among graduate schools of education. It is small, with fifty tenured faculty members, most of whom are engaged in funded research. Ninety-eight percent of graduates passed teaching licensure or certification examinations, a testament to the individualized attention devoted to each and every student at the university.
6. Missouri State University
This incredibly flexible, hands-on program can be completed in a number of ways. Students may choose a third of their classes by creating programs that meet their individual needs, concentrating in areas such as early childhood, technology, special education, mathematics, reading, and many others. The program can be completed at an individually-set pace, allowing students to take just two classes per semester for two years, including a summer term.
This program can provide a pathway to a variety of enriching careers. Graduates remain teachers in the classroom or become curriculum writers or educational leaders. Some go on to Ph.D. programs. A sample schedule might include:
- Elementary School Curriculum
- Differentiated Instruction for Early Childhood, Elementary, and Middle School
- Contemporary Issues in Elementary Curriculum
- Educational Research Methodology
- Standards-Based Integrated Curriculum, Learning, and Teaching
This program can be completed either entirely on-campus or online. It is designed with a research/practitioner focus that specializes in hands-on experiences. Students will obtain diverse approaches to instructional practices and can complete the degree in as little as two years. An accelerated program is also available that allows students to complete both undergraduate and graduate degrees in just five short years.
7. University of Missouri
The fully online Master’s degree in Elementary Education at the University of Missouri is designed to prepare students to advocate for children and put theoretical practice into action. This high-quality education program is provided entirely online so that candidates can continue existing or pursue future careers as educators, managers, directors, curriculum developers, researchers, or consultants. It may be started at three different times throughout the year, allowing for maximum customization.
This program allows for emphasis in one of three different content areas. Students may pursue concentrations in Early Childhood, General, or Reading emphases. Usually, two concentrations are chosen as candidates take classes within a three-year period. Required courses include:
- Examining History, Community and Social Justice in Education
- Teacher Action, Advocacy, and Leadership
- Instruction, Learning, and Assessment
- Teacher Action Research
- Foundations of Early Childhood Education
- Psychology of Early Childhood Development
The College of Education at the University of Missouri is part of a vibrant, diverse community. Founded in 1963, the campus proudly hosts over 6,000 online students. With a student-to-faculty ratio of just 17 to 1, the attention to student success at this institution is truly outstanding. The university is also top-ranked for affordability, coming in first for overall quality and cost in a report by Business Insider.
8. Southeast Missouri State University
The online Master of Arts in Elementary Education at Southeast Missouri State University offers three areas of emphasis in Reading, Math or Science, and Early Childhood Education. These concentrations are offered to provide classroom teachers with the resources and training necessary to broaden their expertise, as well as to seek additional teaching certificates if desired. As a result, the College of Education is recognized as an Apple Distinguished School for several years in a row.
This program has a strong focus on technology integration in the elementary classroom. Students will gain 21st-century skills that help them enrich the learning experience for both students and teachers. A sample schedule will include classes such as:
- Family/School Collaboration
- Educational Assessment
- Family and Child with Exceptionalities
- Issues and Trends in Early Childhood Education
- Techniques of Teaching Science in the Elementary Schools
- Curriculum Construction in a Multicultural Society
- Effective Literacy Leadership
Students are required to complete clinical experiences as part of this program, and many will pursue internships that are close to home or will complete the requirement through their current teaching positions. Graduates have found jobs in capacities such as Early Childhood Program Directors and Reading Specialists all over the country. To help students make ends meet while they are completing their degrees, Southeast offers over $17 million a year in institutional scholarships. These are offered as academic, endowed, and participation scholarships, and they help to off-set Southeast’s already low tuition cost of just under $12,000 per year.
9. Eastern Kentucky University
The thirty-credit Master of Arts in Education at Eastern Kentucky University was designed to prepare graduates for fulfilling, lifelong careers as elementary education teachers, specialists, coaches, or teacher leader educators. Teacher certification in Kentucky may be pursued upon graduation, or the program may be completed for certificate credit. Graduation plans are highly personalized, allowing students to complete courses at their own pace without requiring campus visits.
Eastern Kentucky is a regionally accredited school that provides online courses in accelerated eight-week terms. The curriculum in education focuses on training teachers as leaders and professionals while also providing them with experience in teaching and learning. Sample courses for this program include:
- Leadership Skills for Teachers
- Leading Achievement Change
- Curriculum for Teacher Leaders
- Research for Teacher Leaders
The university has received numerous accolades of late, including recognition by U.S. News & World Report for being one of the best universities offering online degrees. It was also named one of the most veteran-friendly college campuses in the country. These awards are a testament to the individualized attention and support from passionate, experienced faculty and staff. It also speaks to the hands-on and relevant assignments and action research that help students develop as people as well as teachers.
10. West Virginia University
The online Advanced Master of Arts in Elementary Education offered at West Virginia University is designed to provide certified teachers with additional knowledge of content, curriculum, and classroom management. This program may be pursued by candidates who plan to teach at the elementary or middle school level. Graduates go on to work as elementary school teachers, special education teachers, and instructional coordinators.
West Virginia University is a respected leader in the field of distance education, offering over thirty different degrees, eight certificates, and six hundred courses completely online. This National Council for Accreditation of Teacher Education-accredited program requires core courses such as:
- School Curriculum for Classroom Teachers
- Twenty-First Century Teaching and Learning
- Problem Solving in Mathematics
- Mathematics in the Elementary School
- Science Research and Teaching Ethics
- Social Studies Curriculum Development, K-12
In addition to a variety of teaching certification programs offered at the university, the college also offers professional development courses to help teachers obtain re-certification and enhance their professional skills. These courses are highly interactive and low-cost. Starting at just $561 per credit hour for credit-bearing courses, West Virginia University is affordable as well as high-quality.
11. University of North Dakota
The online Master of Science in Elementary Education at the University of North Dakota prepares K-6 classroom teachers to meet the diverse educational needs of all students. The program blends theoretical practice and real-world experience to teach candidates how to create learner-centered learning environments. It is developed around a constructivist framework and includes a ninety-hour teaching practicum within each student’s local community.
The thirty-two credit hour program at the University of North Dakota only takes around two years to complete. Classes are offered in a completely online setting, through a combination of live and recorded class sessions. Students will take semester-based courses along with a three-credit teaching practicum. Sample classes include:
- Understanding Readers and Writers
- Survey of Children’s Literature
- Technology for Teachers
- Mathematics for Elementary School Teachers
- Health and Physical Education for Elementary School Teachers
- Art for Elementary School Teachers
Students attending the University of North Dakota benefit from a highly interactive and flexible setting. Courses can be started in any term, including spring, summer, or autumn sessions. This program has received numerous accolades, including recognition as one of the twenty best online master’s in elementary education by The Best Schools. Students pay in-state tuition regardless of residency, starting at just $389 per credit hour.
12. University of North Carolina at Charlotte
The thirty-three credit hour program in Elementary Education at the University of North Carolina at Charlotte leads to advanced teaching licensure in the state of North Carolina. It prepares candidates to become educational leaders, practitioners, and global educators while promoting an interactive global policy. The program can be completed at a part-time pace through the use of online teaching and learning tools.
This program features several unique concentrations, including those in Anti-Racism, ESL, Elementary Mathematics, and Special Education. Required courses include:
- Current Issues in Global and Urban Elementary Schools
- Theories of Human Development and Learning in Cultural Contexts
- Classroom Management and Leadership for Diverse Learners
- Instructional Differentiation and Leadership for Diverse Learners
- Research Methods
Starting at just $250.65 per credit hour for resident students, this affordable degree has been ranked repeatedly as one of the best graduate programs by U.S. News & World Report. Faculty members involve students in cutting-edge research, such as that related to autism, students with disabilities, college success, and culturally relevant instruction. The department earned over $8 million in external funding last year alone, and research was published in leading research journals such as Teachers College Press and the Journal of Educational Psychology.
13. Valley City State University
The online Master of Education degree at Valley City is designed to provide graduate students with choice and flexibility. It offers several concentrations, including those in Teaching and Technology, Library and Information Technologies, and Teaching English Language Learners. Students will engage in a variety of hands-on experiences, such as action research reports, oral presentations, field experiences, and a capstone project. Students will work closely with individual advisors to develop the appropriate degree paths for their career goals.
Each course at Valley City is offered within a two-year rotation, with online courses offered beginning in the fall, spring, or summer months. The program can easily be completed in under two years, although it does not provide initial teacher licensure qualifications. A sample schedule might include:
- Issues in School, Community, and Family
- Supervision and Assessment of Teachers and Learners
- Exceptionality, Diversity, and Difference
- Principles for Teaching and Learning in Elementary
- Field Design and Implementation
- Literacy as Communication in Elementary
- Teaching with 21st Century Tools
Valley City was recognized as the top public regional colleges in the Midwest as well as one of America’s Best Colleges for twenty consecutive years by U.S. News & World Report. The university was founded in 1890 as a teachers college and has extensive experience in educating educators. With a student-faculty ratio of just 11 to 1, students receive access to some of the finest instructors in the country.
14. University of North Alabama
The University of North Alabama has a long-standing tradition of educating teachers in a variety of fields. The department offers traditional, online, and non-certification programs in topics such as early childhood education, English for speakers of other languages, instructional leadership, school counseling, and even family and consumer sciences. With a student-to-teacher ratio of just 17 to 1, students benefit from a close-knit community ad integrated academic support at this southern university.
The Elementary Education program at the University of North Alabama can be completed in a variety of ways, with each pathway providing a different opportunity for certification. Students may take classes such as:
- Behaviors of Young Children
- Family Involvement
- Issues in Elementary Education
- Methods of Educational Research
- Survey of Students with Disabilities
The University of North Alabama hosts tuition rates that are among the lowest in the state, with an additional one-third of all students receiving some sort of institutional or endowed scholarship award. With over 60,000 alumni around the world, the university is a family-oriented institution dedicated to student success. Graduate students, whether online or on-campus, have access to a variety of resources that help that apply, interview, and be competitive candidates for top teaching careers.
15. University of Mississippi
The online Master of Education at the University of Mississippi is designed to help educators utilize the best practices and research related to teaching students in grades K-6. The program provides Pre-K license endorsement from the state of Mississippi for candidates who already possess a teaching license. Upon graduation, students may also pursue careers as school administrators, professional development coordinators, curriculum developers, or consultants.
This online program is incredibly flexible, with courses offered asynchronously so students don’t have to give up their career or family commitments to take classes. Students will gain proficiency through experiences such as:
- Forty-five credit hours of field-based learning opportunities
- Comprehensive examinations
- Fifteen credit hours in language arts/reading or mathematics/science
The School of Education at the University of Mississippi is large, educating over 1,100 students in undergraduate, Master’s, Ed.D., and Ph.D. programs every year. Faculty members are dedicated to student success and engage them in their teaching, research, and community service endeavors. This affordable program offers a range of scholarship and assistantship opportunities to students, helping to make this program a realistic option for any teaching candidate.
16. Eastern New Mexico University
The Master of Arts in Education with a concentration in Curriculum and Instruction at Eastern New Mexico hosts a variety of attractive features. Students will strengthen their content knowledge in a selected area, and also gain skills in curriculum development and practice. Students will learn how to differentiate instruction for diverse populations and take classes in science, math, and reading. This affordable program is 100 percent online and provides students with individual faculty advisors.
This program is taught through a variety of unique instructional strategies and technologies. Students will engage with recorded lectures via Mediasite, complete assignments and discussions through Blackboard, and use other resources such as YouTube and Collaborate. Most classes are asynchronous, allowing students to complete them at their own pace and convenience. Required courses include:
- Teacher as Researcher
- Graduate Seminar in Curriculum, Instruction, and Assessment
- Critical Pedagogy in Educational Reform
- Instructional Leadership
- Trends in Mathematics and Science
- Creativity Across the Curriculum
Online students at New Mexico State benefit from the university’s professional, close-knit environment. Students gain connections to the local community as well as partnerships with local schools as they learn within this distance framework. In addition to the Master of Arts in Education for elementary instructors, the university offers nearly thirty other fully online degrees, allowing students to blend disciplines as they work towards their chosen career pathways.
17. Grand Canyon University
Students in the Elementary Education program at Grand Canyon will engage in a variety of learning activities, such as student teaching, state exams, and practicum experiences. These activities help walk students through each process of becoming a certified teacher in the state of Arizona. Not all graduates go on to become classroom teachers upon completing this program: Others find work in careers such as child advocates and developmental specialists.
The unique curriculum at Grand Canyon allows teachers to earn teaching licensure for grades 1-8. It is approved by the Arizona State Board of Education and offered entirely online, emphasizing the strategies necessary for 21st-century learning environments. Forty-seven total credit hours are required for this program. Students will take classes such as:
- Foundations in Elementary Education
- Child and Early Adolescent Development and Psychology
- Survey of Special Education: Mild to Moderate Disabilities
- Creating and Managing Engaging Learning Environments
- Instructional Planning and Assessment for Elementary Teacher Candidates
- Strategies for Student Engagement
Grand Canyon is a private Christian university that is founded on strong values and rich history. As a result, it has a profound student and faculty community that is expanded to the digital setting. Online students receive full access to Grand Canyon’s resources, including professional and recreational student organizations, counseling, academic advising, and tutoring services.
18. Indiana State University
Indiana State provides an exceptional online master’s degree in elementary education with specializations s in early childhood, literacy, and primary or intermediate. Although the program leads to licensure in reading certifications, it does not lead to all levels of certification in all states. The university offers a range of financial aid options, including federal student loans. Indiana State provides students with access to Branch, the online scholarship portal, to help them finance their education. Up to $16 million a year is awarded in scholarships and other awards.
Students will take a range of classes that vary depending on whether they already possess licensure in elementary education in the state of Indiana. Required classes include:
- Research in Education
- Philosophy of Education
- The Elementary Curriculum
- Teacher as Reflective Practitioner
- Building Innovative Curriculum
With a student to faculty ratio of just 19 to 1, Indiana State knows what it means to provide attentive, personalized attention to each student. This public university offers over seventy different graduate programs, with over 100,000 living alumni. These alumni provide a valuable resource to graduates, helping them practice interview skills and obtain jobs at top-ranked school districts and consulting companies.
19. American Public University
Although the Master of Education in Teaching—Elementary Education at American Public is not designed to provide pathways for licensure or certification, it is incredibly effective at providing students with the skills they need to integrate writing, technology, communication skills, mathematics, and many other topics into a motivated, well-managed classroom. The program includes one hundred and twenty-five hours of on-site observations, all of which are facilitated near each individual student to make the program flexible and manageable from any location in the United States.
This program is accredited by the Higher Learning Commission. The university is the four-time recipient of the Online Learning Consortium Effective Practice Award, sealing this reputation by making sure each student is the top priority. Students will take classes in a variety of content areas, including:
- Technology in developing effective and systematic learning environments
- 21st-century skills
- Elementary science and social studies
- Reading, writing, and literature
- Physical education
- Learning, motivation, and human development
- Assessment and evaluation in the educational setting
Programs at American Public were specifically designed with veteran students and active duty military members in mind. Many faculty members at American Public are service members themselves. The university prides itself on providing a welcoming, warm environment to all students, through close academic advising, small class sizes, and a devotion to student communities. Students have the opportunity to partake in organizations such as the Golden Key Honor Society, or the Student Veterans of America. Many students even work full-time while partaking in their studies.
20. Western Governors University
Western Governors University’s elementary education program provides a pathway to certification in all fifty states, even if your undergraduate degree is in a non-teaching field. The program allows students to move through material they already know more quickly, allowing them to finish in as little as six months. Tuition is charged at just $3,190 for a six-month term, instead of by credit hour, allowing students ultimate control of the cost of their degrees. In fact, 97 percent of alumni would recommend Western Governors without hesitation.
Through their studies in this program, students will learn how to integrate the content knowledge and effective teaching skills that are necessary for running a productive classroom. Classes are usually completed one at a time, allowing students to move as quickly as they would like through the course material. Required classes include:
- Foundational Perspectives of Education
- Classroom Management, Engagement, and Motivation
- Psychology for Educators
- Educational Assessment
- Elementary Disciplinary Literacy
- Language Arts Instruction and Intervention
- Instructional Planning and Presentation in Elementary Education
The high-quality curriculum of this program is designed with feedback from industry leaders, as well as academic experts. The university has close ties to educational leaders and incorporates their perspectives into the curriculum. Western Governors has alumni teaching in schools across the entire country, occupying positions in inclusionary classrooms, private and charter schools, and educational consulting firms. The program recognizes that great teachers are those that have both theoretical and practical experience, which is why many course requirements are fulfilled with competencies, not seat time.
21. Western Carolina University
Western Carolina University’s award-winning Master of Arts in Education offers specializations in Elementary or Middle Grades Education. This online-only program provides coursework that is both innovative and challenging, preparing students to develop and apply their research and content area knowledge to a classroom setting. The program features concentrations in Academically and Intellectually Gifted instruction, STEM, and Literacy, allowing for additional add-on licensures.
Thirty credit hours are required for completion of this program. Because this program is offered entirely online, students can complete their studies in as little as two years Students will take classes such as:
- Education in a Diverse Society
- Universal Design for Learning
- Advanced Studies in Teacher Leadership
- Content Area Reading in the Subject Areas
- Issues and Trends in STEM Education
- Creative Thinking and Problem Solving
The College of Education at Western Carolina provides students with ample opportunities to expand their experiences in human services. They have access to field experiences, outreach projects, research, professional mentorship, and dozens of other hands-on experiences. With a student-to-faculty ratio of just 17 to 1, students are supported in their every endeavor. The university has received hundreds of accolades, among them a top spot on Kiplinger’s Personal Finance list of the Best College Values.
22. Troy University
Troy University’s teacher education programs were established in 1887 and provide a rich atmosphere of both professional and clinical experience to a diverse group of students. The university has partnerships with a variety of organizations, such as Outreach Programs ACCESS, AMSTI, Technology in Motion, and SEARIC. The university offers education programs at a variety of locations, including the virtual setting, Dothan, Montgomery, Phoenix City, and Troy.
The program in Elementary Education at Troy emphasizes preparation for the edTPA, an importance performance-based assessment that is used to measure the skills of future teachers. Students will take preparatory classes such as:
- The Master Teacher
- Research Methodology
- Collaboration for Inclusion
- Educational Evaluation
- Educational Technology in the Curriculum
- Psychological Foundations of Education
- Adaptive Teaching Strategies for Students with Mild Disabilities K-6
A unique feature of Troy’s program is its study abroad programs. These programs allow students to become globally aware as they teach and learn abroad. In addition, coursework allows students to foster profound relationships with mentors and alumni. As a result, students graduate with not only a high-quality, affordable degree, but they also take with them strong friendships and professional connections.
23. Southern New Hampshire University
Southern New Hampshire is a private, nonprofit intuition that offers a range of completely online degree programs. These programs are facilitated by dedicated academic and career advisors, and connect students with a wide network of alumni to provide job-hunting tips and career opportunities. The program walks students through each step of the curriculum development process so that students graduate with ready-to-implement curricula.
Classes are offered 24/7, allowing students to access their course material at any time. This allows students to complete their graduate degrees in as little as fifteen months. All classes are taught by instructors with relevant, real-world experience. Students will take innovative, hands-on classes such as:
- The Educator as Leader
- Evidence-Based Research for Education
- Leadership in Teaching and Learning
- Curriculum Design 1: Foundations in Curriculum Design
- Curriculum Design 2: Differentiated Instruction
Tuition starts at just $627per credit hour, with an additional substantial discount for U.S. service members. These tuition rates are some of the most affordable in the nation. The university has received multiple accolades and recognitions, including those as Most Innovative University and one of Fast Company’s 50 Most Innovative Companies.
24. Delta State University
The Master of Education in Elementary Education at Delta State University is designed to prepare quality teachers with the attitudes, skills, and teaching abilities necessary to educate any level of elementary students. This degree can be earned in less than a year, with classes taken during the summer, spring, and fall semesters. The online degree provides the flexibility necessary to advance your degree without giving up your existing work requirements.
The university offers dozens of degree programs in the educational field, including those on the master’s, educational specialist, and doctoral levels. The course rotation for the elementary education program includes classes such as:
- Fundamentals of Early Childhood Education
- Literacy Instruction in the Elementary School
- Effective Instruction in the Elementary School
- Psychology of Learning
- Classroom Management
- Curriculum Theory Development and Revision in Elementary Education
The university makes graduate studies affordable. Extensive financial aid opportunities are available, including the Mississippi Teacher Fellowship Program. This program offers scholarships to people seeking Master of Education or Educational Specialist degrees at Mississippi institutions of higher learning. There are no out of state fees, making it easy for students to study in this close-knit environment featuring a student to teacher ratio of eleven to one.
25. Norfolk State University
Norfolk State University’s online degree allows students to earn their degrees from any time or any place, effectively fast-tracking their careers. Students can connect via the Internet with their professors and other students enrolled in their classes. This affordable, high-quality program allows students to receive immediate results and feedback about their course status.
This interdisciplinary program provides concentrations in Assessment and Intervention for High-Risk Children and Family Involvement in Programs for Young Children. Required classes include:
- Human Growth and Development
- Foundations of Special Education: Characteristics, Legal, Ethical, and Medical Aspects in Special Education
- Parent Participation in Educational Systems
- Language and Developmental Reading in Elem. Edu.
- Assessment and Evaluation
- Intervention Strategies for High-Risk Children
Norfolk State graduates are wildly successful, enjoying an average starting salary of $42,000 a year. The university is ranked as one of the best in the country by several organizations, including U.S. News & World Report. It has been recognized multiple times for its affordability and quality of educational programs. The university is one of the best regional universities in the south, dedicated to student success and career placement.
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The Board of Health is accountable to the communities within its jurisdiction and to the Ministry of Health and Long-Term Care for carrying out the minimum requirements for fundamental public health programs and services of the Ontario Public Health Standards. The Board of Health is ultimately responsible through the Chief Executive Officer and Medical Officer of Health for all operations within the respective health unit.
The Thunder Bay District Board of Health has 13 members and is largely made up of elected representatives from the local municipal councils. The board has 12 municipal members (Ontario Regulation 559, Section 27) and 1 position appointed by the Lieutenant Governor General (provincial appointee). For more information on the Board, visit the Board Members page.
Roles and Responsibilities
Board of Health Responsibilities
The Board shall:
- Establish general policies and procedures which govern the operation of the health unit;
- Be accountable to the community for ensuring that its health needs are addressed by the appropriate programs and ensuring that the health unit is well managed;
- Establish overall objectives and priorities for the organization in its provision of health programs and services, to meet the needs of the community;
- Appoint a full-time Chief Executive Officer;
- Appoint a full-time Medical Officer of Health and may appoint one or more Associate Medical Officers of Health with the approval of the Minister of Health and Long-Term Care; and
- Be responsible for assessing the performance of the Medical Officer of Health.
Board Member Responsibilities
Responsibilities of the Members of the Thunder Bay District Board of Health include:
- having a commitment to and an understanding of the purpose, policies and programs of the health unit;
- representing the health unit in the community;
- maintaining a clear understanding of the financial position of the health unit and ensuring that the finances are adequate and responsibly managed;
- serving in a volunteer capacity without regard for remuneration or profit;
- being able to work and participate within a group, as a team;
- being supportive of the organization and its management;
- attending board meetings and actively participating, including service on committees and as officers;
- evaluating Board of Health performance;
- knowing and maintaining the lines of communication between the board and staff;
- being responsible for continuing self-education and growth;
- being familiar with local resources;
- being aware of changing community trends and needs;
- attending related community functions; and
- having a working knowledge of parliamentary procedure.
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Contents include Student Edition, Reading Adventures Student Magazine, Extended Reading Trade Books (3 titles), Interactive Digital Student Resources with HMH Player App, Reader’s Notebook (25), Performance Assessment (25), Close Reader (25),Writing Handbook (25), Reading Practice and Assessment App, Downloadable Student Resource Tool, Teacher Edition Collection, Quick Start Pacing Guide, Interactive Digital Teacher Resources with HMH Player App, Choice of 2 of 5 Grade-Level Readers Complete Sets of 6 (includes on, above, struggling, vocabulary, and ELL strands plus Teacher Guides), Instructional Card Kit (Vocabulary in Context Cards, Retelling Cards, Language Support Cards), Performance Assessment Teacher’s Guide, Writing Handbook Teacher’s Guide and Answer Key, Reader's Notebook Teacher's Guide, Close Reader Teacher’s Guide, HMH Readers App (eText Leveled Reader Grade Level Set App, per device), Downloadable Teacher Resource Tool, Write-in Reader (set of 6), HMH Decoding Power: Intensive Reading Instruction System (1 per every 3 teachers), Language Support Cards, Digital Language Support Teacher’s Guide, Intervention Assessments, Cold Reads, Standards-Based Weekly Tests, Standards-Based Assessment Resource, Benchmark and Unit Tests Consumable Blackline Masters, Benchmark and Unit Tests Teacher’s Edition (Answer Key), Continuum Assessments Teacher Access (all packages available with and without the Continuum)
- Grade: 4
- Material Type: Student Materials, Teacher Materials, Resource Materials
- Format: Mixed Kits
- ISBN-13/EAN: 9780544737068
- ISBN-10: 0544737067
- Product Code: 1632113
- National/State: National
- Copyright Year: 2017
Please note that all discounts and final pricing will be displayed on the Review Order page before you submit your order.
This component may require an institutional account to purchase. Sign in with your institutional account or create one.
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Distribution wiring is the main source of magnetic fields in homes in most countries including the UK and USA. The way in which distribution wiring produces magnetic fields is quite complicated. This page explains how. It deals with low-voltage wiring outside the home - see here for house wiring.
Overhead and underground distributionSome homes (a minority in the UK but more in the USA) have distribution with separated-phase overhead wiring – the individual conductors are separated, usually by 0.3 m or so. With separated phases, magnetic fields can arise from the load currents on the conductors, just as with transmission lines.
However, most UK homes have underground distribution, where the individual conductors are very much closer together within a single sheath. This diagram shows a simple circuit of this type, where the load current drawn by a house passes out along the live or “phase” conductor and back along the neutral conductor. The currents are exactly balanced. Each conductor produces a magnetic field, but because the conductors are extremely close together, the magnetic fields cancel, and there is negligible external field.
However in practice the situation is more complicated, because of something called "net currents". These are produced when the neutral conductor is earthed or grounded in more than one place.
With multiple earthing, some fraction of the neutral current in a circuit can divert out of the neutral conductor and return to the substation through water pipes, gas pipes, sewers, or the ground itself. The currents are no longer balanced, and the circuit has a "net current". It produces net currents not only in the distribution circuits but also in any conducting utilities, all of which contribute to the background magnetic field in homes. The magnetic field from net currents, varying as the inverse first power of distance, forms the background field in the majority of homes.
Distribution wiring in specific countries
In the UK, a system called "protective multiple earthing" has been progressively introduced and produces net currents. See here for a full explanation of UK distribution practices. See also what we know about the sizes of net currents in the UK.
In the USA, both primary and secondary distribution circuits are multiply grounded. See here for a full explanation of USA distribution practices.
In the UK and Europe, the electricity that goes into a normal home is at a voltage of 230 V. But for technical reasons to do with something called “three phase electricity”, distribution circuits supplying electricity to several houses at once are usually referred to as “400 V” circuits. In the USA the voltages in use in homes are 120 V and 240 V.
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Your feet and hands do so much for you on a daily basis, says Dev Randhawa. Your feet support your weight, get you to your destination, and allow you to work and play. Your hands allow you to eat, groom your body, play games, talk to people, and scratch an itch when you have one. For as much as your hands and feet do for you, it would be to your benefit to give them the proper care they require.
Caring For Your Feet
A great way to begin to properly care for your feet is to wash them often to remove dirt and bacteria. After washing them, be sure to dry them thoroughly, remove calluses with a foot file, and then apply a moisturizing cream to keep your feet soft and supple.
Making sure to wear the proper shoes for both work and play is essential in keeping your feet healthy and comfortable. When wearing closed shoes, change your socks often to prevent foot odor and fungal infections. Try to wear high heels as little as possible for they can damage your feet.
Caring For Your Hands
Just as with your feet, frequent washing is also very beneficial for your hands. After a thorough washing, moisturize them to prevent dry, cracked skin. Always remember to use latex or rubber gloves when handling harsh cleaning chemicals and also when washing dishes to prevent the chemicals and soap from damaging your skin. Lastly, give yourself a manicure to not only give yourself a little confidence boost but to also give your fingernails a makeover. This manicure will also prevent you from biting your nails if you have the habit.
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Kidney Cancer Surgery
The kidneys' job is to filter the blood and remove waste and excess salt and water. People have 2 kidneys, 1 on each side of the mid-back. Kidney cancer happens when normal cells in the kidney change into abnormal cells and grow out of control.
Kidney Cancer Symptoms
Smaller kidney tumors do not always cause symptoms. But larger tumors and tumors that have spread outside the kidney can cause symptoms, such as:
- Blood in the urine
- Pain on either side of your lower back, in your side, or in your stomach
- A lump in your belly or on the side of your back
- Weight loss that you cannot explain
These symptoms can also be caused by conditions that are not cancer. But if you have these symptoms, you should be checked by a doctor
Kidney Cancer Investigations
Sonography will show if there is suspicious mass in kidney, it`s size and character.
CECT is done to tell if there is any mass in kidney, it`s size and character. It can also tell if there is any spread of cancer to lymph nodes and other organs in abdomen.CECT Chest , Bone scan
These tests help to detect spread of cancer to lungs or bones.
Kidney Cancer Staging and Treatment options
Tumour localized to kidney
Surgery is the treatment of choice.
Partial Nephrectomy – This means removal of tumour with a safe margin all around it. In this rest of the kidney can be preserved. This can be done only if certain criteria are fulfilled.
Partial Nephrectomy can be done by Open/ laparoscopic or Robotic methods
Radical Nephrectomy – This means removal of whole kidney along with its surrounding fat and fascia. This can be done using Open/ Laparoscopic kidney cancer surgery or Robotic kidney cancer surgery
Locally Advanced tumour – Tumour with thrombus in renal vein/ main vein or tumour infiltrating other surrounding structures
This requires radical surgery including removal of kidney, thrombus and other involved structures
Kidney cancer with IVC thrombus
Kidney cancer with nodal disease – In these patients, Para aortic lymph node dissection is done along with Radical Nephrectomy
Metastatic kidney cancer – Targeted therapy/ Immunotherapy is given. Surgery may be done in selected cases.
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In many parts of the U.S., homeowners with basements have to manage rising humidity levels for most of the cooling season. It is not uncommon for such individuals to have a dehumidifer running full-throttle in the basement from April through October. High indoor humidity levels has been associated with the growth of fungi, such as mold, among other irritants. The EPA suggests keeping indoor relative humidity (RH) under 60 percent in order to effectively minimize mold growth. The EPA cites an ideal relative humidity between 30-50 percent; however, in reality, it can be a struggle to maintain such a low RH range in spaces susceptible to taking on moisture.
In fact, mold growth is only one of several indoor environmental contaminants whose growth correspond to indoor relative humidity levels. Figure 1 is an adaptation of a frequently cited chart by Anthony V. Arundel et al. (1986) that illustrates the relationship between indoor RH and the effect of several indoor environmental pollutions sources.
Figure 1: Optimum relative humidity range for minimizing adverse health effects.
Arundel et al. (1986) draw several direct health effects of indoor humidity levels:
- Both very high and very low relative humidities may cause thermal discomfort due to perceived air temperatures.
- Extremely low RH (<20 percent) may cause eye irritation.
- Moderate / high RH may reduce the severity of asthma.
Interestingly, Arundel et al. cited little experimental evidence that mucous membranes are adversely affected by low indoor humidity levels. They stated that such experiences may be the result of the direct effect of RH on the mucous membranes of individuals with bronchial construction, rhinitis, or cold and influenza related symptoms. Moreover, Arundel et al. found low RH to improve the survival of rhinoviruses and influenza virus and human rotavirus on hard surfaces.
Arundel et al. also cite several indirect health effects of indoor humidity levels:
- High RH fosters the growth of fungi and mites.
- Both high and low RH can result in certain types of bacteria and virus growth.
- Formaldehyde, sulfur, nitrogen dioxides, and other chemical respiratory irritants may be more severe in high humidity environments.
- Indoor ozone levels are enhanced by low relative humidity.
It is important to recognize that Figure 1 does not represent quantitative data. A review of the available data on the indirect health effects of indoor humidity shows that the effects do not uniformly increase or decrease with RH levels. According to Arundel et al., the relative humidity range for minimizing as many adverse health effects as possible appears to be between 40 and 60 percent.
Arundel, A.V., et al. "Indirect Health Effects of Relative Humidity in Indoor Environments." Environmental Health Perspectives. Vol. 65, pp. 351-361 (1986).
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I am particularly interested in the idea that we can explain social outcomes by identifying the social mechanisms that (often, typically, occasionally) bring them about. I also find the evolution of science and systems of ideas to be particularly fascinating within contemporary sociology, in that this aspect of human life embraces both rationally directed thought and sociological influences. So it is very interesting to consider what we can discover about the structures, networks, and professional organizations that influence the course that a given discipline or field of research takes.
It is therefore interesting to consider the role that reference to social mechanisms has played in recent works of the sociology of science and the sociology of knowledge. A particularly good example is found in the work of sociologists like Camic, Lamont, Gross, and Frickel, and Frickel and Gross’s “General Theory of Scientific/Intellectual Movements” (2005) is a good place to start (link). Frickel and Gross put their goal in this article in this way:
The theory seeks to answer the question, under what social conditions is any particular scientific/intellectual movement, or SIM (whose nature we clarify shortly), most likely to emerge, gain adherents, win intellectual prestige, and ultimately acquire some level of institutional stability? (205)
This description evokes an explanatory goal with a causal perspective — “conditions” that make “emergence” likely. But on its face this is not a mechanisms-based approach — rather, it is more akin to a “facilitating or necessary conditions” kind of analysis of social causation. This impression is reinforced by the assertion that the theory is inductive, based on an examination of a number of case studies of SIMs aimed at identifying such conditions. (The authors also make a point of giving emphasis to failed SIMs because of the traction offered by such cases for counterfactual analysis.) They emphasize the importance of identifying common features of SIMs, in order to “mark them as objects for sociological study” (208), which implies that a precondition of sociological study is that we need to identify a social kind of entities with reasonably similar properties. This too suggests an underlying causal perspective that looks to regularities and common properties rather than causal mechanisms or causal powers.
As much of the recent discussion of critical realism makes clear, it is very important to be as explicit as possible about the assumptions we make about causation in the social sciences. So a quick review of the article may be useful in order to shed light on the kinds of causal thinking that Frickel and Gross engage in here.
To begin, what is a SIM?
The most abbreviated definition is this: SIMs are collective efforts to pursue research programs or projects for thought in the face of resistance from others in the scientific or intellectual community. (206)
So one criterion for an ensemble of thinkers and institutions to constitute a SIM in the F/G definition is that their shared intellectual program needs to challenge the status quo, the dominant way of thinking about the subject matter of concern. F/G explicitly model their analysis on the study of social movements; notice the parallel with McAdam, Tarrow, and Tilly’s formulation in Dynamics of Contention of their central question.
Under what conditions will normally apathetic, frightened, or disorganized people explode into the streets, put down their tools, or mount the barricades? How do different actors and identities appear and transform in episodes of contention? Finally, what kinds of trajectories do these processes follow? (chapter 2)
It is interesting that F/G are quite explicit in looking for a “general theory”. What they mean by this, apparently, is an account of a limited set of social conditions whose presence or absence “explains” the success or failure of a candidate SIM at a point in time. And this in turn sounds quite a bit like the comparative method pursued by Theda Skocpol in States and Social Revolutions: A Comparative Analysis of France, Russia and China: through comparative study of cases, discover a background set of social and political conditions that serve as jointly sufficient and/or necessary conditions for the occurrence of social revolution (link). (Like Skocpol, F/G make use of the probabilistic versions of sufficiency and necessity: “makes more likely” and “makes more unlikely”.) Mechanisms come into the story fairly quickly: “Our general theory insists that the precise mechanisms whereby a field’s external environment shapes a SIM must be specified” (209); but in fact, there is very little discussion of concrete mechanisms in the article.
The four premises of the general theory are these:
- Proposition 1: A SIM is more likely to emerge when high-status intellectual actors harbor complaints against what they understand to be the central intellectual tendencies of the day. (209; italics mine)
- Proposition 2: SIMs are more likely to be successful when structural conditions provide access to key resources. (213)
- Proposition 3: The greater a SIM’s access to various micro mobilization contexts, the more likely it is to be successful. (219)
- Proposition 4: The success of a SIM is contingent upon the work done by movement participants to frame movement ideas in ways that resonate with the concerns of those who inhabit an intellectual field or fields. (221)
For each of these theoretical propositions they offer the sketch of an idea about what the mechanisms are that might support this factor. For example, concerning proposition 1, they maintain that “grievance” is a necessary condition for the emergence of an SIM because it puts potential adherents in a state of psychological readiness for mobilization. Another mechanism they cite for the emergence and mobilization of an SIM is the sudden entry into a field of non-traditional practitioners — for example, women or African-American scholars entering the field of urban studies in the 1960s who found that prevailing wisdom failed to do justice to their own experiences. And on the resources point, F/G refer to the job market, academic organizations, and funding sources, and sketch out how favorable conditions with regard to these structural features can facilitate the success of a SIM. This is, at least in sketch, a mechanisms analysis.
The mechanisms associated with Proposition 3 are encapsulated in the notion of “micromobilization”. Like Tilly in his analysis of the counter-revolution in The Vendee, F/G hold that the success of a SIM is influenced by the strength or weakness of the various organizations and networks through which it is able to spread its message and its mobilization efforts at the grassroots level. They mention laboratories, conferences, research retreats, and academic departments (219). Once one or more advocates of the given SIM has a position of influence in one of these centers, he or she is enabled to influence and mobilize other scholars to the SIM.
The mechanisms associated with Proposition 4 pick up on the rhetorical side of intellectual work. We might unsympathetically refer to this aspect of the development of a SIM as the marketing campaign it pursues. In order to influence prospective adherents to an intellectual movement it is necessary to provide “messages” that resonate with them. (Fritz Ringer’s analysis of the German mandarins between the wars in The Decline of the German Mandarins: The German Academic Community, 1890-1933 seems to illustrate this mechanism; a few highly effective reactionary authors caught the wave of pessimism that was present in German culture between the wars, and this seems to have had an important effect on the development of social science thinking in the period.) This factor has to do with effective framing of issues and research questions:
Fundamental to framing, and underlying and connecting to the three other dimensions we describe shortly, is the notion of intellectual identity. We see intellectual identity as one of the crucial links between micro, mess, and macro levels of analysis in the sociology of ideas. (222)
It is possible to take issue with the notion that there is a general theory on offer here. I would rather call the analysis provided here an account of some generalizations about the causal conditions that facilitate or impede intellectual movements. The phrase “general theory” makes the effort seem more comprehensive than it actually aims to be. What this treatment lacks (by design) is a micro- or meso-level account of how specific institutions, identity features, resource sources, and networks have played out in specific instances of intellectual change. (The contributions to Camic, Gross, and Lamont’s Social Knowledge in the Making do this in a variety of ways.)
But consider Chuck Tilly’s frequent critique of a similar effort in contentious politics studies: it is the underlying mechanisms and processes, not the general similarities and common conditions, that provide real insight into the explanation of episodes of contentious action. Tilly argues that there is a great deal of variation across episodes; but we can nonetheless discover some common underlying mechanisms and processes. And this would suggest that a more meso-level might be helpful in the study of SIMs as well. Or putting it in other terms, more attention to mechanisms and less emphasis on general conditions might provide more insight into the phenomena of intellectual movements.
There is one final observation that appears relevant here. The “social mechanisms” approach itself might be classified as a SIM in the making. This intellectual movement involves a relatively small group of practitioners embedded within specific centers of institutional influence; it emerged from dissatisfaction with the received view of causation in the social sciences; and it is involved in a struggle for resources and prestige in the field of the philosophy of social science, both in Europe and North America. (For that matter, much the same could be said for critical realism.)
Finally, I am keeping my eyes open for meso-level social mechanisms in the sociology literature, and so I was curious in reading through this piece again whether any of the mechanisms postulated here were meso-meso. It seems that they are not. Rather, the social mechanisms mentioned generally proceed from a structure or institution to individual behavior (meso-micro) or from individual behavior to a meso- or macro-level outcome (progress of the SIM). But if this is correct, then the explanatory work offered here conforms to the downward and upward struts of Coleman’s boat, not the type 4 causation from meso to meso that Coleman precludes (link). This makes the analysis perhaps more compatible with the strictures of analytical sociology that the authors might have guessed (link).
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Life is much better when you learn how to slow down.
In his book In Praise of Slowness, Carl Honoré explains why it is important to slow down in our world that is always going too fast.
Sewing is a great way to slow down and take some time for yourself. Because you do not learn how to sew in one night, it takes time, patience, precision.
But the results are worth the detour!
Wanting to learn to sew then? What steps should you take?
Follow this helpful guide!
Check out sewing classes Brisbane here.
Is It Easy to Learn How to Sew?
When you begin to learn sewing, it is safe to say that it is difficult. Especially if you have friends who are experts and have made beautiful pieces.
Sewing is not rocket science, it's all about taking it step by step.
Find sewing classes Sydney or sewing classes Melbourne.
Get a good sewing machine
If you are not sure if sewing is for you, do not worry you can always sell your machine but do not skimp on the quality. A good sewing machine costs at least £150. Anything below this, it will not last the test of time. Or worse, it might not even sew properly.
Opt for a manual machine at first, just to be sure you know what you are doing. No need for a serger in the early stages. Be content with a simple sewing machine.
And learn how to use it! It may seem obvious but once you're alone in front of your machine, it can be a little intimidating. Read instructions carefully and feel free to ask for tips in store or from friends and family.
Find quality sewing equipment
After the sewing machine, you should invest in a sewing box and fill it with good-quality products:
- Thread: Gütermann, Coat, DMC ...
- Needles: different sizes to change depending on the thickness of the fabric,
- Sewing scissors: a pair for paper and a pair for fabric,
- A Chalk pencil: to draw markers,
- Pins, a lot of pins,
- A Tape measure: to take measurements,
- A Ruler: to add margins, mark hems ...
- An Iron: a must-have in between the sewing stages.
Know how to use a pattern
The sewing machine takes up only 20% of your total sewing time. But what is the other 80%? It's preparing your work:
- You copy the pattern,
- You cut it,
- You draw the pattern onto the fabric,
- You cut it,
- You pin it,
- You draw markers...
Tip: For a beginner, these steps may seem tedious. Make it easy for yourself with patterns with sewing margins included.
Choose easy patterns at the beginning. You'll find them in a sewing magazines like Simply Sewing. The instructions provided are well detailed and you can easily learn to draw, stitch, embroider and overlock.
I know, you'd like to jump right into pretty frilly dresses or gathered tops but in order to avoid getting discouraged, it's better to start with cushion covers, bibs, scarves or sew a simple bag, pocket or make an easy dress.
Can You Learn to How to Sew Quickly?
Becoming a seamstress (or a fashion designer) who can have creative ideas and turn them into a reality takes a long time but knowing how to sew can be learned in a matter of weeks depending on your motivation and the time you can devote to it.
Learn to Sew by Hand
When you learn something new, you normally have to repeat it several times to really get the hang of it, a bit like when you learn a language. By repeating vocabulary over and over and revising it every day, it is quickly learnt. It's the same thing for sewing. And before anything else, you have to know how to sew by hand.
To do so is fairly simple: all you have to do is practice! More precisely, practice stitching. Running stitch, tacking stitch, straight stitch or back stitch, you take your piece of fabric, draw lines, then off you go with your thread, needle and thimble!
Based in Australia? Try sewing classes Melbourne.
Learn to sew step-by-step
For each new project, try to learn a new sewing technique. In order to learn quickly, nothing is better than setting out a list of objectives to be reached in a notebook to clearly chart your progress and how you get there.
There is no shortcut, just keep practicing starting with simple pieces. It is more satisfying to successfully complete an easy sewing job than to attempt a more complicated one and fail, get frustrated and unmotivated.
Above all, be curious! Be willing to try something new every day and learn from your mistakes. It's quite normal to make mistakes here and there. It's all about getting over your frustration and learning from them instead of giving up after the first stumble.
Take sewing classes
Of course, if you want to invest some money into your learning, the fastest way to improve your sewing skills is to take sewing classes with a teacher.
On Superprof, there are currently 67 teachers offering sewing lessons online or locally. The classes costs between £15 and £50 depending on your level, the teacher's experience and your location.
You can even take online sewing classes.
How to Learn to Sew Using a Machine
The most popular way to sew is still the sewing machine. It's not really the seamstress who sews, they are just there to guide the machine. The sewing machine must therefore become an extension of the seamstress's hands.
For a beginner, finding the right sewing machine can be overwhelming. It is important to buy a sewing machine that will last. You should focus on two criteria: weight and price. And to help you, here are the essential functions that the machine must have:
- The running stitch: used in 90% of cases,
- The zigzag stitch: also widely used to prevent a fabric fraying for example,
- Tension adjustment: you must be able to adjust the tension of the thread manually (and automatically in some cases),
- The free arm: to be able to sew all around a trouser leg or a jacket arm,
- The overlock stitch: does the work of a serger,
- The elastic stitch: to put together elastic fabrics such as stretch or jersey.
Spend around £200 for a good sewing machine that will last the test of time (the entry level feature major brands like Janome).
The essential accessories
If you buy a used sewing machine and it lacks some accessories, don't worry, you can easily get them for a low price:
- Presser foot,
- Bobbin case,
- Zipper foot,
- Buttonhole foot,
- Classic replacement needles and "jean" and "stretch" needles.
The different ways of sewing with a machine
Well, now that you know a little about the makeup of a sewing machine and the essential features, it's time to learn how to sew.
Simply Sewing offers fun tutorials to learn how to sew the various possible stitches using a machine:
- Sew a running stitch
- Sew a right angle weave,
- Sew a broken line,
- Sew a round shape,
- Sew an appliqué,
- Oversew, etc.
Take a sewing class to learn how to use your machine
If the instructions, tutorials on the internet and advice from the seller is not enough, it is time to sign up to a sewing course to learn how to use your machine.
Because it is not necessarily obvious how to use a sewing machine right away, opt for a course shouldn't break the bank.
And psssstttt, on Superprof, the first class is usually free!
Sewing Ideas for Beginners
Easy sewing is the best way to progress gradually. You don't start running when you can barely walk. And starting off simply, doesn't have to be boring!
Why not redecorate your entire house with trendy cushions and be able to say to your friends and family, "I made that!"
An origami pouch
A good way to practice using different fabrics of different thicknesses and varying colours and patterns is to sew full pockets.
A pocket for each outfit? Why on earth not!
And once you understand the main principles, nothing can stop you from going even bigger.
A swing dress
Who said that when you start sewing, you only stitch useless things?
Want a new dress that's easy to sew? Visit the website Merrick's art.
Choose your fabric at your local haberdashery, cut the right dimensions and sew your new trendy dress with ease!
- Learning to sew is not difficult in itself. It will be easier for those who are good at manual work but with patience and hard work, everyone can do it.
- Although learning to make the most technical pieces is not done overnight, mastering the basics of sewing is possible in a few weeks of you're willing to put in the work.
- The sewing machine is the must-have tool for any dress maker, it is essential to know how it works and how to use it properly.
- Finally, to learn how to sew, you should start with basic clothes and accessories such as a pillowcase, baskets, bibs or simple dresses.
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|MadSci Network: Physics|
Good question. That is indeed a heavy (pun intended) topic for 3rd graders.
A relatively simple answer is that "density" depends on not just the mass (weight) of the object, but the volume (size) of the object as well. The problem is that density is not very useful unless you are comparing two different densities. It may be easier to start with comparing different objects to water (1 gram/mL). Very light objects tend to float, very big objects tend to float, and very light AND big objects tend to float. Once you have the idea that less dense objects materials float on more dense materials, you can expand to other comparisons.
I would suggest rooting the information in familiar terms. Ask the students to name things that float in water. Boats, people, beach balls, etc. Ask the students to consider and list the properties of the objects and materials. Guide the discussion so that they start thinking about both the shape and the material. If you think they'll get guided where you want them to go, ask the students to devise an experiment that might prove or disprove their ideas. Whatever they come up with, you'll have to get them to convince themselves that it's not just the weight but also the shape of the object they're trying to float that counts. "Displacement" might be too much for them to handle, so the "volume of the submerged part" might work.
There's a bunch of good experiments online. A good one is to give each team an equal mass of modeling clay and ask them to make it float. A sphere of clay will sink, but a boat shape will float. Try to get them to figure out why.
Another one is a competition to build a boat out of a sheet of aluminum foil. The one that can hold the most pennies wins. (If you want to cheat, zinc filled pennies weigh less than solid copper ones (around 1960)).
There's a good demo where you drop unopened cans of soda in a fishtank. Typically, the diet ones will float and the standard ones will sink.
I hope this helps.
Arizona State Modeling
Try the links in the MadSci Library for more information on Physics.
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Creating an Embedded Concrete Effect Using Layer Styles Only
It's amazing what you can accomplish with layer styles. It's a feature of Photoshop that is fun to play and experiment with. The short tutorial below is the result of some of my experimentation spending a few minutes with layer styles.
First up, you'll need this texture pattern to follow along with the tutorial. Download it here.
Double+click the .pat file to install it.
Here's a look at what we'll be creating.
Step 1 - Creating the Background
Create a new document. Mine is 558x600 72 dpi. On a new layer, fill with any color you choose. Then double+click the layer to open the layer styles window. Apply the following settings.
For the pattern, choose the grunge pattern from the download.
You should end up with something like this. Not bad for just a few layer styles, right?
Step 2 - Adding and styling the text.
Next, we need to add some text. Any text will do. In my example I used Impact for the font. I also tilted it a little bit to the left. Once you've entered your text, apply the following layer styles.
Your text should now look similar to mine.
Step 3 - Final Touches
For some final adjustments, I rasterized the text. Then I used a brush from the Free Dust Particles Brush Set
as an eraser to remove some portions of the text.
Last, I used another brush from the set, and applied a single click on a new layer above all others. Then I copied the layer styles applied to the text by Ctrl+Clicking the layer and selecting "Copy Layer Style", then Ctrl+Clicking the brush layer and selecting "Paste Layer Style". I wanted to give the particles the same inset look of the text.
I hope this quick and simple tutorial has given you a bit of inspiration to experiment with layer styles to see what kind of effects you can create!
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ReSharper allows you to quickly change the order of code elements by moving them up or down. In particular, you can:
- Type members
- Move class, interface, structure, enum members up and down
- Move base types for classes, interfaces, structures and methods
- Move type parameters of classes, interfaces, structures and methods
- Move type parameter constraints
- Move attributes
- Move parameter declarations of method, indexer, operator, delegate
- Move accessors of properties
- Move statements within a block
- Move statements out of or into a block
- Move embedded statement(s) within if-else clauses
- Move embedded statement(s) from one clause of if-else statement to another one
- Move nested if-else statement
- Move switch section within a switch statement
- Move statement(s) within a switch section, from one switch section to another, out of a switch statement
- Move catch clauses within a try-catch statement
- Move local variable declarations within the local scope
- Move local constant declarations within the local scope
- Type and namespace declarations
- Move line and c-style comments up and down
#regionblock up and down, out of and into another
#regiondirective and its name
- Expressions and references
- Move operands of binary and assignment expressions
- Move parameters in invocations, indexes, object creation expressions, anonymous delegates, lambdas
- Move elements in collection and array initializers
- Move clauses in query expressions
- Move type arguments in type and method references
- In text files
- Move a line where the caret is placed
- Move selection
You should move code elements at your own risk since ReSharper neither performs any validity checks nor
fixes any references.
For full-fledged refactorings that solve related tasks, see
- Place the caret at a code element that should be moved.
- Do one of the following:
- On the main menu, choose ReSharper | Edit | Rearrange Code. Depending on the caret position some menu items might not be available. Choose one of the available menu items in order to move the code element to the corresponding direction.
- Press Ctrl+Shift+Alt. ReSharper displays a tooltip that shows what code elements in what ways can be moved. Press the appropriate arrow key.
NoteDepending on the caret position you are prompted to move expressions within a statement or the whole statement or statements within the current statement.
ReSharper 6 takes into account blank lines, now they are not removed, but moved with corresponding code elements.
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1. YOU’RE DEHYDRATED
According to studies conducted at the University of Connecticut’s Human Performance Laboratory, even mild dehydration can lead to a significant drop in energy levels, mood, and cognitive abilities. In the studies, dehydration affected those who had just walked for 40 minutes on a treadmill and those who sat at rest equally, meaning that humans need to stay hydrated during any activities.
“Even mild dehydration that can occur during the course of our ordinary daily activities can degrade how we are feeling – especially for women, who appear to be more susceptible to the adverse effects of low levels of dehydration than men,” says Harris Lieberman, a co-author of the study and a research psychologist with the Military Nutrition Division, U.S. Army Research Institute of Environmental Medicine in Natick, Massachusetts. “In both sexes these adverse mood changes may limit the motivation required to engage in even moderate aerobic exercise. Mild dehydration may also interfere with other daily activities, even when there is no physical demand component present.”
To figure out how much water you should drink, take your weight, divide that number by half, and drink that number of ounces of water per day.
2. YOU SKIP MEALS
We need constant energy throughout our day, especially for those who work highly demanding jobs and have other responsibilities outside of work. We obtain our energy mostly through the nutrients in our food, so when you skip meals, your body’s energy stores become depleted, leaving you feeling lethargic.
Make sure to eat small meals throughout the day, full of healthy, whole foods such as fruits, vegetables, nuts, seeds, and grains in order to keep your energy levels high and get all the nutrients you require.
3. YOU GET ON YOUR PHONE OR LAPTOP RIGHT BEFORE BED
Unfortunately, much of our society keeps their phones and laptops almost permanently attached to them, staying on them the majority of the day. We check our emails and Facebook notifications first thing in the morning, and repeat this ritual right before bed each night. However, various studieshave proven that exposure to the harsh blue and white lights emanating from digital devices can disrupt the chemicals in our brains, specifically the hormone melatonin. Melatonin helps control waking and sleeping cycles, so any imbalances in this vitally important hormone can cause you to lose a significant amount of sleep.
Try coming home from work and reading books or playing boardgames with your family instead of automatically scrolling through Facebook or playing Candy Crush; you will find you’ll feel a lot more relaxed, and therefore able to sleep better at night.
4. YOU EAT A DIET HIGH IN FAT
Studies have shown that consuming a diet high in fat can lead to daytime drowsiness and and inability to concentrate, while following a diet high in carbohydrates has the exact opposite effect. Make sure to eat plenty of healthy carbohydrates such as fruits, brown or wild rice, and sweet potatoes, and avoid foods cooked in grease and heavy oils. While fats should make up a portion of your diet, opt for nutritious sources of fat like avocados, nuts, and seeds.
5. YOU DRINK ALCOHOL BEFORE GOING TO BED
Many people think that drinking a glass of wine or two before bed will help them fall asleep faster, and while it initially works, it spikes your insulin levels, causing you to toss and turn in the middle of the night. Researchers at Brown University found that drinking alcohol in the evening hours stimulates the body and mind much more than any other time of the day. Therefore, if you do drink alcohol, make sure to consume it earlier in the day so you can have a restful night’s sleep.
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A femoral hernia is the sticking out of a part of the intestine through a weakening in the abdominal wall near the thigh.
A hernia occurs when abdominal contents, usually part of the small intestine, push through a weak point or tear in the thin muscular wall of the abdomen that holds the abdominal organs in place.
In a femoral hernia, a bulge is usually present in the upper part of the thigh, just below the groin, where the femoral artery and vein pass. Femoral hernias tend to occur more often in women than in men.
A physical examination reveals the hernia. Tests are usually not necessary.
Hernias generally get larger with time, and they usually do not go away on their own. If the patient's health allows, surgery is done to relieve discomfort and to prevent complications such as incarceration and strangulation. Often, a piece of plastic mesh is surgically placed to repair the defect in the abdominal wall.
Urgent surgery is required a hernia that may be trapped or strangulated.
The outcome is usually quite good if the hernia is treated properly. The rate of hernia recurrence after surgical repair is generally less than 3%. See: Hernia repair
A femoral hernia may become stuck (incarcerated) and strangulated (the loop of bowel loses its blood supply). Nausea, vomiting, and severe abdominal pain may occur with a strangulated hernia. This is a medical emergency. A strangulated intestine can result in tissue death (gangrene), a life-threatening condition requiring immediate surgery.
Go to the emergency room or call the local emergency number (such as 911) if a hernia cannot be pushed back into the abdomen by gentle pressure, or if nausea or vomiting develop.
Overweight patients may be able to prevent hernias from forming by losing weight.
Chronic cough, constipation, and prostatic hypertrophy may lead to straining with urination or defecation, which can lead to the formation of hernias. These conditions should be discussed with your doctor prior to hernia repair.
Femorocele; Enteromerocele; Crural hernia
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From depth to height, from height to loftier height,
The climber sets his foot and sets his face,
Tracks lingering sunbeams to their halting-place,
And counts the last pulsations of the light.
Strenuous thro' day and unsurprised by night
He runs a race with Time, and wins the race,
Emptied and stripped of all save only Grace,
Will, Love, - a threefold panoply of might.
Darkness descends for light he toiled to seek;
He stumbles on the darkened mountain-head,
Left breathless in the unbreathable thin air,
Made freeman of the living and the dead, -
He wots not he has topped the topmost peak,
But the returning sun will find him there.
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Achillea millefolium, A. lanulosa
There is an ongoing discussion whether these species are the same.
A. millefolium is more commonly used.
Named after Achilles the warrior, the plant has a long tradition of stopping external bleeding.
Millefolium refer to the alternate leafed ‘thousand leaves’ of the foliage.
Blooms from May through September in the American Southwest.
Yarrow, Woundwort, Plumajillo
5,000’ – 8,000’ in forest, meadow and riparian habitats. Resilient to many types of soil and climate, widespread and abundant
Energy & Tastes:
Yarrow is primarily bitter with some astringency.
Its volatile oil content gives it a diffusive effect
It is cooling and drying
The flower has sesquiterpenes
The leaves are higher in tannins
Preferred Method of Preparation:
Topically as a fresh poultice, wash or salve
Internally as a tea or tincture
Achillea is known as a polycrest herb – a plant that has many therapeutic uses. This makes the plant extremely useful but also challenging to truly ‘know’ it.
-First Aid – used as a fresh poultice, Yarrow stops bleeding and helps prevent infection from cuts, scrapes, wounds and nosebleeds. The poultice is also useful to stop itching from bug bites and poison ivy.
-Internal bleeding – the tea or tincture is taken internally to stop internal bleeding, especially an excess or prolonged menstrual flow or post partum bleeding. It is best used 1:1 with a fresh tincture of Shepherd’s Purse for this purpose. This should not be used in emergency-911-ER type bleeding.
-Digestive Bitter – although not my first choice for this category, yarrow’s bitter flavor works in a formula to stimulate the digestive system
-Drink as hot tea for a relaxing diaphoretic. Combined with peppermint leaves and elder flower, this infusion promotes a healthy fever response. A classic herb triplet for fevers.
-Improves Circulation – yarrow has a relaxing effect on the blood vessels. This allows more blood to flow to the surface, thus its use as a diaphoretic. The relaxing of the vessels also gives this plant its potential to lower blood pressure. The vaso-dilation allows blood to flow more freely, improving overall circulation and benefiting varicose veins.
-Bladder infection – it is useful in a formula for bladder infections as it is astringent, mildly antiseptic, anti-inflammatory and diuretic (if drunk as a cold tea)
-Anti-inflammatory – the soothing, cooling and healing actions of the sesquiterpene compounds in the volatile oil works to reduce inflammation both topically and internally.
-Yarrow is a diuretic if drunk as a cold or cool infusion
Use w/fresh tincture of Capsella bursa-pastoris for internal bleeding
Use w/peppermint leaves and elder flowers for a relaxing diaphoretic effect with fevers
Use w/hawthorn as a cardiovascular tonic
The Plant Profiles are brief materia medica summaries of plants encountered during plant walks or introduced during class on our longer programs. They are presented here to help students organize plant info on an ongoing basis. Although the Profiles are not meant to be comprehensive, they are offered here to the public in the hope that others find these pages useful.
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Fluoride treatment ensures that your teeth stay healthy and strong.
Our team applies fluoride to your teeth so that it can rebuild tooth enamel and even reverse a cavity in its early stages.
Fluoride is a natural mineral that is found in most foods and water. It has been proven to help fight and even reverse the process of tooth decay caused by the acids, plaque, and bacteria that regularly hurt tooth enamel.
In recent studies, it was found that topical fluoride — from toothpastes, mouth rinses, and in-practice treatments — are just as important in fighting tooth decay as in strengthening and developing teeth.
Fluoride treatment can also be beneficial for infants and children, from the ages of 6 months to 16 years. However, adults can benefit from fluoride treatment as well.
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- Log into your Blackbaud ID Account with your Google account.
- Select Blackbaud ID profile from the drop-down next to your name at the top right.
- Click Turn off Google authentication.
- Click Send email.
- Close out and go to the email account associated with the Google user and open the email that was sent.
- Click Reset password link in the email. This will open a new page for the user to set up their new password to use with their account.
- Enter the new password they want to use, confirm it, and make any changes to the name fields that they need to make (name fields will default in if they have a name associated with their Google account, which most users do, but a few may need to complete them if their Google account doesn’t have these values) and click Confirm.
- This will update the user account, log you out, and then return a new Sign in screen with a message saying Google authentication is turned off:
- Enter your password and Sign in and you will be logged in as signing in with Blackbaud.
- If you want to change your Google email address to a work email address, follow I need to change my email address in your records on the website.
- If you have an issue, try resetting your Google password and repeat the steps above.
If you no longer know your Google password or your Google account is deleted, chat with support and reference this article and send them this information:
Your first name
Your last name
Your email address
Have your organization administrator verify with support that we can process this for you.
Review the help files.
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Conservation Status: Australian Government listing for Queensland, New South Wales and Australian Capital Territory - Vulnerable
Threats to Survival: Habitat loss and fragmentation; drought; disease; vehicle strikes; dog predation
A Lost Population
The Greater Blue Mountains World Heritage Area of New South Wales is a potential refuge area for koalas and many other species, made up of over a million hectares of protected reserves. Historically, the Blue Mountains were a stronghold for koalas, but their status there today is uncertain. We do not know how many koalas occur there, what habitats they use, or the condition of their food trees. Any koalas are likely to be widely spread in low-density populations and difficult to track in challenging mountainous terrain. Researchers from the Australian conservation organization Science for Wildlife have placed GPS radio collars on some of the resident koalas, which is providing valuable information. Additionally, permits are now in place to train koala detection dogs to assist with the surveys. Given that dogs are normally not allowed into Australian national parks, this represents a major vote of support for our work.
Ecology, Behavior, and Genetics
Fieldwork on koalas in both Brisbane Valley and on St. Bees Island continues with our collaborators at the Queensland University of Technology. Their research in Brisbane Valley aims to determine how the size and shape of habitat patches affects koala ranging patterns and contributes to habitat connectivity. It is hoped that this work will lead to future land rehabilitation in the Brisbane Valley. On St. Bees Island, work continues with monitoring the local population and studying mate choice, tree use, and other aspects of koala ecology. Our Population Sustainability scientists are in the final phase of a three-year collaborative study that is examining the genetics of the koala across its entire native home range from North Queensland to Victoria. The results from this study will provide a comprehensive analysis that will assist conservation managers with the genetic management of wild koala populations, especially as they become increasingly isolated by development.
San Diego Zoo Koala Education and Conservation Program
San Diego Zoo Global maintains the largest koala population outside Australia and reaches a global public through exhibition, education, and research. We continue to gain key information from our breeding colony that supplies data on genetics, mate choice, vocal and scent communication, and health. The program generates funding to support research and conservation initiatives ranging from habitat mapping to studying koala biology in collaboration with our partners. There is a strong element of conservation education and outreach to the program, which has been in place for more than 30 years.
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- Garden peas
- Vegan-friendly curry sauce
- Sesame seeds
- Peel, chop and rinse potatoes – add to pot of boiling water, with a pinch of pink Himalayan salt.
- Lightly saute onions and mushrooms in oil.
- Clean and slice the carrots – add to the pot.
- Once cooked through a bit, pour on Vegan-friendly curry sauce and stir.
- Add boiled potatoes to the pot of curry and stir.
- Sprinkle seeds on top
- Use as many vegetables as you wish!
- Wholesome plant-based meal.
- You know what is inside.
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Algebra II End-of-Course Exam Content Standards—Module: Conic Sections
Successful students will be able to represent, analyze, and model using the circle, ellipse, and hyperbola. In addition parabolas with a horizontal axis are included. There are a variety of types of test items including some that cut across the objectives in this standard and require students to make connections and solve rich contextual problems.
C1. Conic Sections
a. Identify a parabola, circle, ellipse, or hyperbola from its equation, description, or key characteristics.
- Key characteristics of the graph include any of the following that apply: vertices, major and minor axes and their lengths, foci, directrix, eccentricity, asymptotes, and center.
- Determine which conic section is represented by a given quadratic equation.
b. Represent conic sections whose axes are parallel to the x- and y-axes using graphs, verbal statements, and equations. Translate among these representations. Represent the equations of conic sections in multiple forms to extract information about the parabola, circle, ellipse, or hyperbola.
- Determine the graph of a conic section whose axes are parallel to the x- and y-axes from its equation, an equation from its graph, and either the equation or graph from verbal information regarding its position and/or characteristics (e.g. vertices, foci, radius, or major and minor axis length.)
- Translate from the general form for conic sections,
Ax2 + By2 + Cx + Dy + E = 0, to the standard form for graphic analysis.
- Communicate understanding of the relationship between the standard algebraic forms and graphical characteristics for parabolas, circles, ellipses, and hyperbolas.
- The standard form of an ellipse identifies the
center as (h, k) and major axis as the x-axis; it provides sufficient information to determine the location of the vertices and foci and the eccentricity.
c. Describe the effect that changes in the parameters of a particular conic section have on its shape and position.
- Parabolas should be limited to those defined by reference to focus, directrix, and/or eccentricity or to parabolas with horizontal axes, i.e. those that can be represented in the form, x = ay2 + by + c.
- Parabolas in the form y = ax2 + by + c are assessed in the core test in Polynomial and Rational Functions.
d. Recognize, express, and solve problems that can be modeled using conic sections. Interpret their solutions in terms of the context of the problem.
- Some real world applications using conic sections may include satellite dish design, planet or satellite orbits, whispering galleries, tracking systems, parabolic mirrors, telescopes, or long range navigational systems.
- This includes using and interpreting appropriate units of measurement and precision for the given application.
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Advice for you
Last updated 9th November, 2012
Emergencies can happen anywhere, but the chance of you being caught up in one is low. In the unlikely event that you are involved in an emergency, the advice below tells you what you can do to better prepare yourself.
You will be better prepared to deal with an emergency if you put together an emergency pack. The following items should be included:
- First aid kit
- Contact lists
- Phone charger
- Bottled water
- Snack bars
- Other essential items like medication you may be using
In some situations you could be advised to shelter indoors, but in other cases you could be advised to evacuate your home.
If you are told to stay indoors:
- Keep all doors and windows closed
- Move away from windows
- Turn off air conditioning
- Use your emergency pack, if you have one
- Tune in to local radio stations – they will be helping the police to issue advice
- Make sure a telephone is close by
If you are told to evacuate:
The Emergency Services may instruct you to leave your home and go to a rest centre or temporary accommodation. Remember to take with you any medication, toiletries and sanitary supplies. If you have time, turn off electricity, gas and water supplies, unplug appliances and lock all doors and windows.
For more information about specific emergencies, use the links on the right.
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Those not regularly reading the Radreffies' blogs aggregator might have missed Lia Friedman's post about how POPLINE, a government funded "...database on reproductive health, containing citations with abstracts to scientific articles, reports, books, and unpublished reports in the field of population, family planning, and related health issues." (emphasis added) has made "abortion" a stop word. If you're not up on your library jargon, that means it treats "abortion" the same way it would the word "the"--ignores it.
- Go to POPLINE's search interface
- Type the word "abortion" (sans quotes) in the Subject box
- Click Search
- Wish that you'd been wearing a hat so that after your head exploded you'd been able to find all the pieces.
- If you're still able to communicate coherently, call or write the bastards at Johns Hopkins carrying out the government's war on information. Or take some other kind of direct action if that's your thing.
PS I looked at their keyword guide (that's "thesaurus" to you and me out there in library land), and it's adorable how their cross references seem to be just about the same as LC's but instead of term, they use "keyword." i.e. Where in LC it would be RT for "related term," in POPLINE it's RK for "related keyword." People if you're using the words the same way, you haven't changed anything but the nomenclature!
And by the way, "abortion" is in the thesaurus.
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Listening Skill Test ( Intermediate ) - 19
1. What sport are they talking about?
2. Why does he like the sport they are talking about?
It is fun to both watch and play
It is a good form of exercise
It is very challenging
It is a great way to meet people
3. Why are there other forms of this sport such as two hand touch and the usage of flags?
Because it makes the game more interesting
Because it is a safer way to play
Because it requires less people
Because they don't know all the rules
4. Where do they play every Saturdays?
In the high school field
The field by the tennis courts
In the apartment complex
In the sports center
As the world becomes additional world and integrated community, English language plays a vital role in connecting people and their ideas to at least one another. www.engforu.com is created by Sayar Maung Maung One. My goal is, the people of Myanmar need to develop English Language must be supported as much as I can. Its purpose was to help expand learner access to the Basic English. I would like to give our special thanks to BBC, VOA for graciously allowing us to use their news stories as a basis of our learning activities. Their stories, photos and videos have made learning interesting and appropriate for adults.
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- Free standard delivery
- Best price guaranteed
- Fast same-day shipping
- Over 20 years experience
- Family-run business
Mathematics Pocket Book for Engineers and Scientists
|Format (Paperback, Hardback etc)||Paperback|
|Brand / Publisher||Pocket Books|
This compendium of essential formulae, definitions, tables and general information provides the mathematical information required by engineering students, technicians, scientists and professionals in day-to-day engineering practice. A practical and versatile reference source, now in its fifth edition, the layout has been changed and streamlined to ensure the information is even more quickly and readily available – making it a handy companion on-site, in the office as well as for academic study. It also acts as a practical revision guide for those undertaking degree courses in engineering and science, and for BTEC Nationals, Higher Nationals and NVQs, where mathematics is an underpinning requirement of the course.
All the essentials of engineering mathematics – from algebra, geometry and trigonometry to logic circuits, differential equations and probability – are covered, with clear and succinct explanations and illustrated with over 300 line drawings and 500 worked examples based in real-world application. The emphasis throughout the book is on providing the practical tools needed to solve mathematical problems quickly and efficiently in engineering contexts. John Bird’s presentation of this core material puts all the answers at your fingertips.
Table of Contents
1. Engineering conversions, constants and symbols 2. Some algebra topics 3. Some number topics 4. Areas and volumes 5. Geometry and trigonometry 6. Graphs 7. Complex numbers 8. Vectors 9. Matrices and determinants 10. Boolean algebra and logic circuits 11. Differential calculus and its applications 12. Integral calculus and its applications 13. Differential equations 14. Laplace transforms 15. Z-transforms 16. Fourier series 17. Statistics and probability
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Why is it such a
hard step to give up on the notion of control? Or, put another way, why
do organizations and schools insist on forcing certain content down
people's throats? You might want to take a look at Roger Schank's
thoughts about learning in this context. Take a look at Coloring Outside the Lines : Raising a Smarter Kid by Breaking All the Rules or at Designing World-Class E-Learning.
Or if you want things in a real nutshell consider the following bit of wisdom from Calvin and Hobbes:
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In anticipation of the G8 Summit hosted by Italy in July, Ombuds for Children from all G8 countries met in Nuoro, Sardinia, Italy on 25-26 June for the O8 Summit. The event aimed to promote the best interests of the child and investment in childhood as priority themes for discussion at the G8.
The O8 Summit was organized by the Province of Nuoro, which is committed to promote the role of the Ombuds for children on behalf of the Association of the Provinces of the Mediterranean area and which has recently established an Ombuds for Children. The UNICEF Innocenti Research Centre, as host of the Secretariat of the Global Network of Ombuds for Children, served as a resource and partner in the event.
The Summit brought together Ombuds for Children or similar independent human rights institutions from Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom and the United States to discuss the consequences of two key crises facing children today - the global financial crisis and climate change - and examine the role that they can play to promote sound policies to help mitigate these impacts.
Research has shown that climate change affects children's health, nutrition and livelihoods. The economic crisis results in increased school drop-outs, domestic violence, and growing disparities. While the economic cycle will eventually turn positive again, impacts on children will nevertheless be long lasting.
Ombuds for children called G8 Leaders for investing in childhood to address the critical problems caused by the financial and climate crisis, and prepared five recommendations to ensure that the best interest of the child would be given primary consideration in all discussions during the G8 meeting:
- Invest in national and global social protection,
- Address climate change now,
- Maintain and increase development cooperation,
- Mobilize human resources,
- Establish, increase, maintain, and reinforce Ombudspersons for Children in more countries and regions.
The O8 Summit outcomes also support discussions to be held at the Junior-8 (J8), an initiative promoted by UNICEF to be held from 4 to 12 July in Rome and L'Aquila, gathering adolescent representatives from the G8 countries and from 6 not-G8 countries who will present their views and recommendations to G8 leaders. Updated on 6 July 2009
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1. Pulse Reader sensors embedded with LoRa Technology are placed on gas metering leading into homes or buildings
2. Sensor send periodic measurements of electricity consumption to a LoRa-based gateway; meter readers can also send information to the gateway about irregular readings that may indicate a leak.
3. Gateway sends information to the network where the data is analyzed by an application server.
4. Application server provides information regarding gas consumption
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