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Note: The design of the notehead may vary depending on the music font selected (Leland, Emmentaler, Gonville, Bravura, MuseJazz, Petaluma). Those in the palette are displayed as half notes in Bravura font.
MuseScore supports a range of notehead styles:
- Normal: A standard notehead.
- Crosshead (Ghost note): Used in percussion notation to represent cymbals. It also indicates muted and/or percussive effects in stringed instruments such as the guitar.
- Diamond: Used to indicate harmonic notes in instruments such as the guitar, violin etc.
- Slash: Used to notate rhythms (e.g. guitar strums).
- Triangle up/down: Used in percussion notation.
- Shape notes: Do, Re, Mi, Fa, Sol, La, Ti.
- Circle cross: Used in percussion notation.
- Circled noteheads
- Slashed notehead: A notehead with an oblique line through it.
- Plus noteheads
- Alt. Brevis: Used in early music notation.
- Brackets (Parentheses): applied around an existing note (or accidental).
Change notehead group
To change the shape of one or more noteheads in the score, use one of the following:
- Select one or more notes and click a notehead in a palette (double-click in versions prior to 3.4).
- Drag a notehead from a palette onto a note in the score.
- Select one or more notes and change the notehead in the Inspector, using the drop-down list under Note → Head group (not supported for drum staves).
Change notehead type
Occasionally you may need to change the apparent duration of a notehead—i.e. notehead type—without altering its actual, underlying duration:
- Select one or more notes.
- Choose one of the following options from the Inspector under Note → Head type:
- Auto: Automatic, i.e. apparent duration = actual duration.
- Whole: Whole notehead, regardless of actual duration.
- Half: Half notehead, regardless of actual duration.
- Quarter: Quarter notehead, regardless of actual duration.
- Breve: Breve notehead, regardless of actual duration.
When two notes in different voices, but of the same written pitch, fall on the same beat, one of two things may happen:
- The notes may share the same notehead.
- The notes may be offset: i.e. arranged side by side.
MuseScore uses the following rules:
- Notes with stems in the same direction do not share noteheads.
- Dotted notes do not share noteheads with undotted notes.
- Black notes do not share noteheads with white notes.
- Whole notes never share noteheads.
Note: If two unison notes occur in the same voice they are always offset.
Change offset noteheads to shared
To turn offset noteheads in opposite voices into shared noteheads :
- Make the smaller-value notehead invisible by selecting it and using the keyboard shortcut V (or unchecking the "Visible" option in the Inspector).
In a small minority of cases (where the smaller value note is dotted) this workaround is not applicable, so use the following alternative:
- Select the smaller value notehead and, in the "Note" section of the Inspector, change "Head type" to match that of the larger value note in the opposite voice.
Examples of notehead sharing
In the first example below, the notes of voices 1 and 2 share noteheads by default, because they are all black, undotted notes:
By contrast, in the next example, white notes cannot share noteheads with black notes, so are offset to the right:
To create a shared notehead, change the black eighth note's head type to match that of the white note or, pre-3.5, make it invisible (as explained above):
Remove duplicate fret marks
In certain cases, a shared notehead, when pasted to a tablature staff, may result in two separate fret marks on adjacent strings. To correct this, make any extraneous tablature notes invisible by selecting them and using the keyboard shortcut V (or by unchecking the "visible" option in the Inspector).


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26 September 2008
Primary care plays a crucial role as the front-line service of the NHS, particularly in Wales, which has some of the most disadvantaged communities in Europe. Effective, comprehensive primary care improves not only health but also quality of life.
However, the provision of primary care varies greatly across the country. Rural and post-industrial areas pose very different healthcare challenges.
The review by Derek Wanless identified a need for primary care investment and development to ensure sustainability of both primary and secondary care services. Currently, a lot of health care is delivered in hospitals that could and should be provided in the community, close to where people live and more cost effectively. The Welsh Assembly Government's vision is for locally accessible services offering patients integrated services from clinical, health and social care professionals, together with services for procedures where quality is enhanced by concentrating them in fewer, highly specialised centres.
To support this vision, several Welsh Universities are collaborating to create the Wales School for Primary Care Research. Backed by the Welsh Assembly Government, this will provide relevant research to help the development of high quality primary care in General Practice, Pharmacy, Nursing, Optometry and Dentistry in the first instance. It aims to develop and share excellence in primary care research and, in time, work with professionals across all relevant disciplines to improve the quality and quantity of primary care research in Wales.
The School is a new partnership between the Universities of Cardiff, Swansea, Glamorgan and Bangor. The Director, Professor Chris Butler, Professor of Primary Care Medicine at Cardiff University, said: "Worldwide, health care delivery is changing fast, with excellent primary care widely recognised as the key to a sustainable health service. But this has to be underpinned by world-leading research if it is to deliver. The Wales School for Primary Care Research brings together researchers from several primary care disciplines to develop and share research excellence so Wales can continue to punch way above its weight in this crucial field."
First Minister Rhodri Morgan said: "Research shows that those countries which have a strong primary care health services are best able to control health costs and have populations that are satisfied with care provision and have a high level of health. The Wales Office for Research and Development for Health and Social Care is developing a strong research infrastructure on behalf of the Welsh Assembly Government, who are supporting the development of the Wales School for Primary Care Research.
"The main emphasis of the Wales School of Primary Care Research will be to promote a 'step change' improvement in the quality and quantity of multi-disciplinary research. World-class research of international standard will then generate evidence that is locally applicable and internationally relevant to inform practice and policy in Wales and beyond."
Professor Joyce Kenkre, Professor of Primary Care in the Faculty Health, Sport and Science at the University of Glamorgan and Associate Director of the Wales School of Primary Care Research, said: "The development of evidence based care provision for the population within Wales is important. This should be based on high quality research and this new initiative will provide the opportunity for health care professions to work together in primary care to investigate future care delivery."
The Centre for Health-Related Research, at Bangor University is part of the partnership. Centre Director Professor Jane Noyes said: "The All Wales School for Primary Care Research is a great opportunity for Bangor University researchers to contribute their expertise to the partnership. The partnership will provide opportunities to investigate primary care issues that local people face in North Wales and enable us to undertake research of international relevance."
The School's official launch takes place at the Senedd, Cardiff Bay, on Monday September 29, with the First Minister for Wales, Rhodri Morgan.
Cardiff University is recognised in independent government assessments as one of Britain's leading teaching and research universities. It is also ranked as one of the world's top 100 universities by the Times Higher Education (THE). 2008 marks the 125th anniversary of Cardiff University having been founded by Royal Charter in 1883. Today the University combines impressive modern facilities and a dynamic approach to teaching and research. The University's breadth of expertise in research and research-led teaching encompasses: the humanities; the natural, physical, health, life and social sciences; engineering and technology; preparation for a wide range of professions; and a longstanding commitment to lifelong learning. Cardiff is a member of the Russell Group of the UK's leading research universities. Visit the University website at: _URL_
Cardiff School of Medicine
Cardiff University's School of Medicine is a significant contributor to healthcare in Wales, a major provider of professional staff for the National Health Service and an international centre of excellence for research delivering substantial health benefits locally and internationally. The school's 800 staff include 500 research and academic staff who teach more than 2,000 students, including 1,110 postgraduate students. The School is an international leader in basic and clinically applied research activities and scored highly in the most recent Government Research Assessment Exercise. School of Medicine researchers annually win tens of millions of pounds in research awards to work with Government, the healthcare industries and the charitable sector on the most pressing issues of human health.
Bangor University has a strong research base across a spectrum of academic disciplines engaging in research at national and international levels and continues to develop academic specialisms which have a world-wide impact. The University provides strong support for research activities including encouraging links with commercial and industrial bodies in the UK and overseas. The University also aims to be responsive to local and regional needs and is particularly conscious of its role as a research resource and a training base for North Wales.
The University is committed to providing teaching of the highest quality, and taking good care of its students and has over 10,000 students and 2,000 members of staff.
The University of Glamorgan
The University of Glamorgan boasts three modern campuses, two in Treforest near the town of Pontypridd and a brand new state-of-the-art facility in the heart of Cardiff city centre. Glamorgan attracts more than 21,000 students and is renowned for its friendly community atmosphere and quality learning, teaching and leisure and sporting facilities. The Guardian named Glamorgan the best new university in Wales for the third year running in 2008, and it was nominated for University of the Year 2007 by the influential Times Higher Education. Visit the University website at: _URL_
Swansea University is a world-class, research-led university situated in stunning parkland overlooking Swansea Bay on the edge of the Gower peninsula, the UK's first Area of Outstanding Natural Beauty.
Founded in 1920, the University now offers around 500 undergraduate courses and 150 postgraduate courses to more than 13,000 students. Visit _URL_. The University's School of Medicine is one of the UK's fastest growing research led Graduate Entry Medical schools. Its interdisciplinary research is focused around the new Institute of Life Science, a £52 million partnership between the Welsh Assembly Government, IBM and Swansea University to discover new ways to treat disease and deliver healthcare, while contributing to the economic development of the region. Visit _URL_
For further information please contact
Professor Chris Butler
Head of Primary Health Care,
Cardiff School of Medicine,
029 206 87168
Members of the media wishing to attend Monday's launch event should contact:
Public Relations Office,
_PHONE_ 5596
This is an externally hosted beta service offered by Google.

source: HuggingFaceFW/fineweb-edu


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The San Diego zoo and The Scripps Research Institute in La Jolla, California have joined together to conduct research on reproducing rare animals. The frozen stems cells, in theory, will allow a basis to create sperm and eggs in order to create a reproduction. Paul Aldhous of New Science magazine goes into detail:
"At the annual meeting of the International Society for Stem Cell Research in San Francisco last week, Inbar Friedrich Ben-Nun and Jeanne Loring of Scripps described how they have created induced pluripotent stem (iPS) cells from the frozen skin cells of a deceased male drill (Madrillus Ieucophaeus) an endangered monkey found in Nigeria, Cameroon, and Equatorial Guinea.
The team's long-term goal is to coax iPS cells into becoming sperm and eggs. They will be making iPS cells from tissue held by San Diego zoo's Frozen Zoo project – which has samples from some 8400 individuals representing more than 800 species.


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medium sized tree with striking white trunk.
Distribution & botanical details
NSW Western Slopes Dry Sclerophyl Forests and Southern Tableland Dry Sclerophyl Forests
Specialises in low-nutrient, dry, rocky, skeletal soils on a variety of substrates including sandstone, granite, and mudstones.
Dominant or co-dominant canopy tree. Old trees frequently shed limbs and are particularly abundant in nesting hollows.
Attractive tree, the trunk is very striking, varying in colour across the year from white, to blothchy grey, salmon and pink. White only reasonably showy. Limb-shedding habit limits its use to broadacre landscapes.
Extremely useful for revegetation of eroded sites, quarries and mines with rocky, skeletal substrates without topsoil, particularly those of sedimentary origin or coarse texture. The timber is light and brittle.
Seed and germination details
-avge no. seeds per gram
-days from first to last germination at


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Curtin combines modern research and statistical methods with his broad knowledge of the field to present the first book-length quantitative analysis of the Atlantic slave trade. Its basic evidence suggests revision of currently held opinions concerning the place of the slave trade in the economies of the Old World nations and their American colonies.
"Curtin's work will not only be the starting point for all future research on the slave trade and comparative slavery, but will become an indispensable reference for anyone interested in Afro-American studies."—Journal of American History
"Curtin has produced a stimulating monograph, the product of immaculate scholarship, against which all past and future studies will have to be judged."—Journal of American Studies
"Professor Curtin's new book is up to his customary standard of performance: within the limits he set for himself, The Atlantic Slave Trade could hardly be a better or more important book."—American Historical Review

source: openbmb/Ultra-FineWeb


text:
of getting into fights, accidents, or contracting infections, ultimately contributing to a longer and healthier life.
In addition to the behavioral advantages, neutering/spaying also lowers the risk of certain reproductive system cancers. Neutered male German Shepherds have a reduced chance of developing testicular cancer, while spayed female German Shepherds have lower rates of uterine, ovarian, and mammary gland cancers. By eliminating the risk of these cancers, you are safeguarding the long-term health of your German Shepherd.
Health Risks of Not Neutering/Spaying
Choosing not to neuter or spay your German Shepherd can have several health risks. Unneutered male German Shepherds may display aggressive behavior, exhibit mounting tendencies, and have an increased risk of testicular cancer and prostate problems. Unspayed female German Shepherds are prone to reproductive system issues such as pyometra (uterine infection) and mammary gland tumors. These conditions can be life-threatening and require immediate veterinary intervention.
Moreover, intact male dogs have a strong instinct to roam and may become more prone to accidents, injuries, and fights with other dogs. Unspayed females may experience the stress and discomfort of heat cycles and unwanted attention from male dogs. By addressing these risks through neutering or spaying, you can significantly improve the quality of life for your German Shepherd and reduce the chances of serious health complications.
After considering various factors, it can be concluded that German Shepherds have an average lifespan of 9-13 years. However, with proper care and attention, their life expectancy can be enhanced. Genetics play a significant role, so responsible breeding practices are crucial to ensure the overall health of the breed.
Providing a balanced and nutritious diet is essential for maintaining their health and well-being. High-quality protein and essential nutrients contribute to their longevity. Regular exercise is necessary to keep them physically fit and mentally stimulated. It is recommended to engage them in activities suitable for their energy levels.
Veterinary care is vital for detecting and managing potential health issues early on. Regular check-ups, vaccinations, and preventive medications help ensure their overall well-being. Additionally, dental care plays an important role in their overall health, as good oral hygiene reduces the risk of periodontal disease and related complications.
Neutering or spaying can have significant benefits for their health and lifespan. It not only reduces the risk of certain reproductive system cancers but also helps prevent risky behaviors that can lead to injuries or infections.
How long do German Shepherds live?
The average lifespan of a German Shepherd is 9-13 years, but various factors can influence their longevity.
What factors can affect the lifespan of German Shepherds?
Factors such as genetics, nutrition, exercise, veterinary care, and breed-specific health conditions can influence a German Shepherd's lifespan.
What are some common health issues for German Shepherds?
German Shepherds are prone to health issues such as hip and elbow dysplasia, arthritis, and bloat. These conditions can affect their lifespan and require proper care.
How can I improve my German Shepherd's health and lifespan?
Responsible breeding, providing a balanced diet, regular exercise, routine veterinary care, grooming, and natural health supplements can all help improve the health and lifespan of a German Shepherd.
What role does nutrition and diet play in a German Shepherd's health?
Nutrition and diet are crucial for a German Shepherd's overall well-being. A balanced diet with high-quality protein and essential nutrients supports their health and longevity.
How important is exercise for German Shepherds?
Regular exercise is essential for German Shepherds to maintain physical fitness and mental well-being. They require at least two hours of exercise daily to stay healthy.
How can I promote dental health in my German Shepherd?
Daily tooth brushing, feeding healthy dry foods, providing dental treats, and regular dental cleanings by a veterinarian can help prevent periodontal disease and maintain good dental hygiene in German Shepherds.
Why is regular veterinary care important for German Shepherds?
Regular veterinary care, including check-ups, vaccinations, and preventive medications, helps detect and manage potential health issues early on and ensures the overall well-being of German Shepherds.
What are the benefits of neutering/spaying German Shepherds?
Neutering male dogs can increase their life expectancy, while spaying female dogs reduces the risk of certain reproductive system cancers. Neutered/spayed dogs are also less likely to engage in risky behaviors.
What is the importance of spaying/neutering German Shepherds?
Neutering/spaying German Shepherds helps prevent unwanted pregnancies, reduces the risk of certain health issues, and contributes to their overall health and lifespan.


text: During the French Revolution all of the monumental Old Testament kings decorating the portals of the famed cathedral of Notre Dame of Paris were decapitated and presumably destroyed, as it was thought at the time they represented the ancient rulers of France. Until recently, this extraordinary head of King David was the only known surviving head from this rich decorative program. Carved of a fine-grained limestone from the area, the highly expressive face of King David was originally even more emphatic, as the eyes were intended to be inlaid with lead. The head comes from the right-hand portal of the west façade dedicated to themes of the life of Saint Anne, the Infancy of Christ, and his genealogy. Carved around the middle of the twelfth century, the portal was not installed until the early years of the thirteenth century.


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Are Female Workers Less Productive Than Male Workers?
This paper addresses whether there are productivity differences between men and women among blue-collar workers. We compare the wages under pieceand time-rate contracts of men and women working in the same occupation in the same establishment in three countries: the U.S., Norway, and Sweden. The findings are summarized in four points. First, the gender wage gap is smaller under piecethan under time-rate work. According to the interpretation put forth here, two thirds of the gap at the occupationâestablishment level is due to productivity differences, while one third is not "accounted for", but could be due to discrimination or experience or other factors. Productivity differences between sexes in typically male-dominated blue-collar industries are however very small, of 1â3%: Sweden 1%, U.S. 2% and Norway 3%. Second, in age groups where women on average have extensive family obligations, the wage gap is larger than in other age groups. Third, under time-rate work, the wage gap is more or less independent of supposed occupation-based productivity differences between men and women, while under piece-rate work, the wage gap mirrors quite closely assumed productivity differences, with women receiving a wage premium in female-advantageous settings and a penalty in male-advantageous settings. Fourth, in contrast to Sweden, in Norway and the U.S. women sort more often into piece-rate work than men.


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The Smith College Flying Club, founded in the 1930s, was the first club of its kind at a women's college. In its time, it co-hosted the first intercollegiate competitive air meet, educated aviatrixes during a time when such training was not readily available to women, and helped train students for the war effort during World War Two.
The Flying Club was initially conceived in November 1934.1) As the Northampton, Mass. Gazette reported, "The meeting [of the fifteen interested students] came as the outcome of a joint session of the Amherst College Flying club and group of ten students at Smith who…have been enthusiastic over the possibility of forming a club similar to that at Amherst." 2). Leading in the creation of the club was Mary F. Kimball '34, who was an avid aviatrix and personally held a private pilot's license. 3) The stated purpose of the organization was the following: "The club is composed of students who are interested in a knowledge of the practical side of flying…It now functions as a ground school and has arranged for its meetings a series of lectures and domonstrations [sic] on the technique of flying, plane construction, commercial aviation, and other phases of the subject." 4)
The initial reaction by the Smith community to the club was one of both enthusiasm and doubt. The college administration was concerned about the safety of the students. The administration maintained that students could only fly if their parents signed a permission form. A press release states, "Listed in the booklet, 'Rules and Regulations,' Smith College, under the heading 'Regulations for Safety,' one finds the official college rule: 'while they are under the supervision of the College students may not ride in airplanes unless written permission from the parents has been previously received in the Office of the Warden.'" 5) Although the Flying Club started out with fifteen potential members 6), only two could obtain the necessary written permission. 7) However, this minor setback did not prevent Smith College from helping to set up, and participate in, the first intercollegiate air meet in 1935. An air meet is a flying competition, in which participants compete in events that center around flying skill. In this first event, hosted jointly by Smith College and Amherst College, Smith was the only woman's college to compete. )
With this strong start, the Flying Club continued to gain popularity throughout the 1930s. The support of the club became of a much more practical nature with the approach of World War II. As tensions increased in Europe, the United States encouraged students to gain training in aviation, through such organizations as college flying clubs. Such interest had been expressed in regard to Smith College as early as 1935 9), and the Civil Aeronautics Authority, founded in 1938, began the Civilian Pilot Training Program, in which it would provide training to students. 10) In 1939, the United States Government tried to involve the Smith College Flying Club in the CAA's training programs for pilots. As a memo from Mrs. Scales to Mrs. Morrow states, "My impression is that while many of the men's colleges have gone into the program, including Harvard and Princeton, and also some universities including the women, that as yet, no women's colleges have taken part in the plan. The Government is very eager to enroll Smith College." 11) The idea was continued in an article published in the Daily News, where it was noted that "Airminded students at Smith college [sic] plan to participate in the Civil Aeronautics authority's [sic] student training program…Aviation interest at Smith has been keen, according to college officials, and a flying club…has been campaigning for Smith's participation in the program." 12)
A number of Smithies did use their experience from the Flying Club during World War Two. The most well known alumna in this regard is Gloria Heath, who served as a WASP during the war. 13) The Flying Club did its part in the war effort, providing training "in weather, radio work, navigation, service and maintenance of airplanes, but also military drill work and plane spotting" to interested student to help the war effort. 14) The club also undertook such projects as removing navigational aids to thwart enemy aircraft. 15) Additionally, the Flying Club acquired its own airplane, the Bird of Paradise, which was jointly owned by 15 students and was operated from _PHONE_. 16) Unfortunately, a fire occurred at LaFleur Field, the airport, in February of 1943, destroying the Bird of Paradise's engine. This forced the Flying Club to sell the plane, as the engine could not be repaired due to unavailability of replacement parts for civilian aircraft. 17)
After the end of the war, the Flying Club began to decline in popularity, despite its rental of a Taylorcraft airplane in 1947. 18) This decline was compounded by the administration's prohibition of the Flying Club from competing in air meets, one of the primary activities of the club. This restriction came in 1950, following a decision to enforce college policy barring intercollegiate sports, such as air meets. In a rather terse letter from Mrs. Cook to the then Flying Club president Nancy Mazur, it was stated that,
The Flying Club may not take part in any intercollegiate meets. Therefore, it seems probable, in the light of what you told me of the plans you had in mind, that Flying Club no longer will wish to continue. If its stated objectives, according to the constitution in my hands, to promote active interest in aviation, can be achieved only by taking part in meets then obviously it will have to disband.19)
Despite the setback, Mazur wrote in reply that "The Flying Club had decided to continue as before except that we will not take part in any competitive meets. However the college's ultimatum on competition will not change the plans of the club to a large enough degree to warrant any extensive change in the club." 20) She further argued that
"The flying club does not come under the Athletic Association. It differs vastly from the sort of thing that does come under the A.A. The A.A. forbids inter-collegiate [sic] competition. but [sic] since the Flying Club is not in the A.A. category this does not necessarily apply…" 21)
Unfortunately, the combination of the end of competitive flying and decreased interest after the war proved insurmountable to the organization, and by 1951 the Flying Club was no longer listed as an organization.22)
The first club of its kind at a women's college, the Smith College Flying Club, in its twenty years of existence accomplished many amazing feats. From flying in the first intercollegiate air meet to training pilots during World War Two, it has a proud legacy at Smith College.


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Rio Tinto is refurbishing and reutilizing the Humboldt Mill, a prominent fixture of Michigan's mining history. In the 1950's the mill began to service several mining companies, making it an important component of the area's culture and economy. Since the mid-1990s, the Humboldt Mill has sat idle, falling into disrepair. Even so, this existing Brownfield industrial site is an important community asset.
We received all of the permits necessary to refurbish and operate the mill in 2010. In 2011, we began cleanup, environmental reclamation and equipment upgrades to the facility. Construction on the mill will begin in 2012 to prepare the facility for ore production in 2014.
The mill will be utilized for the concentration of ore and disposal of tailings, just as it has in the past. Ore will be hauled from the Eagle Mine to the mill, where it will be processed into separate nickel and copper concentrates. The concentrates will then be transported via rail to an offsite smelter for further refinement.
By utilizing the mill, we're able to extract more nickel and copper at lower grades. This leads to a better use of the mineral resource, more jobs, more taxes and a longer mine life.
Ore will be hauled from the Eagle Mine to the Humboldt Mill where it will be processed into separate nickel and copper concentrates. Both concentrates are solid, fine materials that contain a higher proportion of nickel and copper than the ore extracted from the mine.
The milling process involves various stages:
The first stage in the process is crushing. At the Humboldt Mill, we will use three stages of crushing to reduce the size of the ore from run-of-mine (18 inches and smaller) down to 1⁄2 inch or less. At this stage of the process, the ore is dry so we use various dust control measures to provide for the health of our employees and to protect the environment. Of course, all of this activity is being conducted inside the mill.
The next stage in the process is grinding, where we start by adding water to the crushed ore to create a mixture called slurry. Grinding is conducted in two ball mills where we reduce the size of the ore from less than 1⁄2 inch down to approximately 100 microns, creating a texture similar to fine sand. We grind to this size in order to separate nickel and copper from the rest of the minerals.
We then begin the process of concentrating the minerals. Here we use a process called froth flotation, causing some minerals to float while others do not. When we introduce fine bubbles into the slurry, the minerals attach to air bubbles and float to the surface, where they are skimmed off. Initially we float both the nickel and copper together, which is referred to as bulk flotation. We then separate the nickel from copper, in a step appropriately called differential flotation. The results of all this activity are two distinct products: a nickel concentrate and a copper concentrate.
At this stage of the process the concentrates are still in the form of slurry, so we work to remove most of the water prior to shipment. First we thicken the slurry, and then we filter the thickened slurry. The concentrates are then loaded into rail cars and shipped to a facility for further refinement. In the end, they produce nickel metal, copper metal and other necessary materials that are used to manufacture end products like automobiles, stainless steel, cell phones, musical instruments, copper pipe, electrical wire, etc.
The minerals left over once the nickel and copper have been extracted are often referred to as tailings. At the Humboldt Mill, the tailings are sent to the Humboldt Tailings Disposal Facility (HTDF). Here, the solids settle to the bottom and the water is decanted off the top and pumped back to the mill to be reused in the mill process. Excess water will be treated at an on-site treatment plant before being properly discharged.


Psettichthys melanostictus
 This flatfish undergoes metamorphosis, shifting from a vertical swimmer to a flat bottom-dweller. The sand sole stays small and oval shaped and has plain brown fins. They can weigh as much as 6 lbs (3 kg), and can live 8 years or more. This fish can be found off the coast of California all the way up to the Bering Sea.
 They can be found in a variety of colors, from brown to green and grey, often with dark blotches which help them blend into their surroundings. These flatfish will eat worms, fish, crustaceans, and mollusks.


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Hanging around playing video games may sound like fun, but it is also part of a University of the Fraser Valley research project focused on kids with Fetal Alcohol Spectrum Disorder.
UFV has been running FAST Club, an after-school motor-skills program for children with FASD for the past three years. New this year is an after-school video game program called BrainGamers Club. Both projects have a mission of helping children tap into their inner strengths with regards to their motor skills and gaming skills, and investigating whether the impacts of these activities cross over into other areas. FAST Club is almost full for this year, but there is still room for more children in the winter session of the new BrainGamers Club, which runs for 24 sessions, twice a week from January until April.
"A typical approach to treating children with FASD involves focusing on their weaknesses. We do assessments and target their best areas and give them choices about what skills they want to improve upon," says Dr. Chris Bertram, UFV Kinesiology program head and one of the project researchers. "We have seen positive changes in other brain functions after participating in our FAST club."
The researchers are now looking for more children with an FASD diagnosis to participate in BrainGamers, the new neurofeedback video game program. The BrainGamers project is based at the UFV Abbotsford campus. Some help with transportation may be available.
BrainGamers participants will be playing specially developed video games while their brainwaves are measured through a cap they will wear.
"If the brain area we're focusing on becomes overactive or underactive, the visual appearance of the screen will change. The only way the child will be able to fix the screen will be by altering the electrical output of the brain. We're hoping that over time if the brain patterns change, we'll see some positive behavioural outcomes, as has been the case in studies of children with other developmental disabilities," says Bertram.
While the kinesiologists and other scientists involved in the program are interested in research outcomes, for the participating children, it's just plain fun.
"There are very few programs offered just for kids with an FASD diagnosis," says Alison Pritchard-Orr, another member of the UFV research team. "This is a university-run project where the children get to work with enthusiastic university students who also enjoy the program. It's a definite plus for them to get this kind of attention. And the activities they do are based on their strengths and specifically tailored to them."
Through these projects, UFV is connected to two multi-university partner Centres of Excellence: NeuroDevNet, which focuses on Autism, Cerebral Palsy, and FASD and has received $30 million in federal funding, and GRAND, a group focused on graphics animation and new media development in connection with Canadian research investigating the potential uses of video games for diagnosis and treatment of childhood brain disorders.
To find out more about these opportunities for children with FASD, contact:
- Project Director : Alison Pritchard Orr at _PHONE_ (loc.4755) or email: _EMAIL_ or
- Program Coordinator: Dorothy Henneveld at _PHONE_ (loc. 4113) email: _EMAIL_
Or check the UFV FASTclub website.
Media contact: Anne Russell


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Investiture of the Prince of Wales
The Investiture of the Prince of Wales is the ceremony marking the formal creation of the title of Prince of Wales, similar to a coronation. An Investiture is not required for the Princes of Wales, as the title is created via Letters patent, and consequently the ceremony is for formal purposes only.
The tradition of investing the heir of the English, and subsequently British, monarch with the title of "Prince of Wales" began in 1301, when King Edward I of England, having completed the conquest of Wales, gave the title to his heir, Prince Edward (later King Edward II of England).
Princes of Wales may be invested, but investiture is not necessary to be created Prince of Wales. Peers were also invested, but investitures for peers ceased in 1621, during a time when peerages were being created so frequently that the investiture ceremony became cumbersome. Most investitures for Princes of Wales were held in front of Parliament, but in 1911, the future Edward VIII was invested in Caernarfon Castle in Wales. The present Prince of Wales was also invested there, in 1969.
During the reading of the letters patent creating the Prince, the Honours of the Principality of Wales are delivered to the Prince. The coronet of the heir-apparent bears four-crosses pattée alternating with four fleurs-de-lis, surmounted by a single arch (the Sovereign's crowns are of the same design, but use two arches). A gold rod is also used in the insignia; gold rods were formally used in the investitures of dukes, but survive now in the investitures of Princes of Wales only. Also part of the insignia are a ring, a girdle, a sword and a robe.
It is recorded that Llywelyn the Last had deposited his coronet along with his other regalia with the monks at Cymer Abbey for safekeeping at the start of his final campaign in 1282. He was killed later that year. It was seized and presented to King Edward I of England as a token of the complete annihilation of the independent Welsh state.
Frederick, Prince of Wales later had the Coronet of Frederick, Prince of Wales made at a cost of one hundred and forty pounds and five shillings in 1728. It is unknown whether Frederick ever wore the coronet himself but it was used both by his son, George III and his grandson, George IV when each was Prince of Wales.
Due to age Frederick's coronet was replaced by the Coronet of George, Prince of Wales made for the future George V. At George's own coronation in 1911, the coronet was worn by his son, Edward, the next Prince of Wales.
When the Edward VIII of the United Kingdom went into exile as the Duke of Windsor in 1936, he took with him the Coronet of George, Prince of Wales, a highly controversial – and illegal – act. This coronet had, since 1902, been used only at his father's coronation, and at his own investiture, both in 1911. The traditional coronet being unavailable, and with the older Coronet of Frederick, Prince of Wales being viewed unusable due to age, the only option was the creation of a new Prince of Wales crown to be used for the investiture of the current Heir Apparent to the throne as Prince of Wales. The Coronet of Charles, Prince of Wales was produced by a committee under Antony Armstrong-Jones, 1st Earl of Snowdon, then husband of Princess Margaret, Countess of Snowdon.
Investiture of Prince Charles
Prince Charles was created Prince of Wales and Earl of Chester by Letters Patent on 26 July 1958, though his actual investiture did not take place until 1 July 1969. The ceremony at Caernarfon was well received by the majority of Welsh people but some nationalists view it as being associated with the subjugation of Welsh people since the 13th century, when Edward I deposed the last native Prince of Wales, Llywelyn ap Gruffudd. Previous investitures had taken place at various locations, including the Palace of Westminster, the seat of Parliament. The Welsh borough of Swansea was granted city status to mark the occasion. Prince Charles spent ten weeks leading up to his Investiture learning about Welsh culture and language and during the ceremony he gave his replies in both English and Welsh.
The investiture was watched by millions on TV and attracted large and excited crowds in Caernarfon but it also aroused considerable hostility among a minority of nationalist and/or republican Welsh people, some of whom were under constant police surveillance and were the subject of much intimidation from the secret services. Threats of violence ensued as well as a short bombing campaign, although these acts were generally more related to the greater nationalist campaign for Welsh independence. The nationalist campaign against the investiture culminated with an attempted bombing by two members of the Mudiad Amddiffyn Cymru (Movement for the Defence of Wales). On the eve of the investiture 2 bombers were killed whilst placing a bomb outside government offices in Abergele. In recent years, it has been claimed that the KGB plotted to disrupt the proceedings by bombing a bridge in Porthmadog.
In recent opinion polls the majority of Welsh people have remained in favour of the monarchy with 70% plus support the usual figure; a poll in North Wales in 2003 by the Daily Post found 80% of respondents wanted Prince William to become the next Prince of Wales. Welsh speakers are no less likely to be monarchist, with a BBC Wales poll in 1999 finding that 73% of Welsh speakers want the position of Prince of Wales to continue. A BBC poll to mark the 40th anniversary of the investiture showed that 58% of the Welsh population were in favour of a similar public ceremony for Prince William when Charles becomes king.
On the evening of Sunday, 28 June 2009 to commemorate the 40th anniversary of the investiture, BBC Parliament broadcast a repeat of the original BBC TV colour outside broadcast from 1 July 1969, fronted by Cliff Michelmore and Richard Baker. This was preceded by an interview with Prince Charles recorded a few days before his investiture.
- "History of Wales".
- The London Gazette:. 29 July 1958. Retrieved 2008-09-02.
- Princes of Wales's site on previous Princes of Wales
- "The Royal Family > Royal titles > Style and titles of The Prince of Wales". Retrieved 2008-09-01.
- "Frequently Asked Questions (FAQs) - When was Swansea given city status?". Retrieved 2008-09-01.
- The London Gazette:. 12 December 1969. Retrieved 2008-09-02.
- "Investiture as Prince of Wales".
- "'Militants' key role in coming of devolution left ignored deliberately'".
- "Prince of Wales 'bomb plot' revealed". BBC News. 13 September 1999. Retrieved 5 May 2010.
- "Monarchy Wales".
- "Wales backs Charles for king". BBC News. 25 June 1999. Retrieved 5 May 2010.
- "Poll shows support for monarchy". BBC News. 30 June 2009. Retrieved 5 May 2010.


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Sizing of PV Systems
The sizing of a PV array can be determined by a number of elements that are often driven by the overall aim of the scheme. In refurbishment applications, common motivating factors are to save money and provide energy security; in new build applications, common motivating factors are meeting BREEAM, to save money and provide energy security.
In all instances the system size will be determined by the following considerations:
Building Energy Consumption
To ensure the optimal return on investment (ROI), the system should be sized to match the building's energy profile. The goal is to provide a solution where all the energy produced is consumed by the building. Buildings that are used predominantly during the day such as; offices, schools and factories are perfectly suited to the energy profile produced by a solar array.
Usable, Non-Shaded Roof Space
Once shading items and other pieces of plant and equipmen such as rainwater outlet locations, edge protection, maintenance access, mansafe systems, rooftop plant equipment and green roofs have been allowed for the size of the usable space can often be limited significantly.
Often a project's financial plan can allow allow for the inclusion of a PV system and capital budget may determine scheme size rather than optimal return on investment or roof size.
On new build developments, the size of the array will usually be determined by either BREEAM requirements or local planning conditions. This can lead to complications if the size of the output required is not applied to the available roof space to ensure that the system will physically fit on the roof and avoid shading items.


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Protocols and methods
Here you can find measurement protocols and data processing methods for NanoCuvette™, SpectroLink™ and SpectroWorks™.
To calculate the refractive index with the NanoCuvette™ One it is required to obtain three spectra using a conventional spectrophotometer:
 1. A reference spectrum through the optical filter using a reference liquid (usually water).
 2. A sample spectrum through the optical filter.
 3. A sample spectrum through the clear side of the NanoCuvette™ One (not through the optical filter).
The three spectra must be obtained using the same NanoCuvette™ One and uploaded to the free online software on our website to calculate the refractive index of the sample. Follow the user guide to get the details for each step.
The free software presents the refractive index and absorbance results as a complete lab report, where the user can add their own notes, sample parameters etc. The analysis can easily be accessed later through the online user profile. The lab report, figures and data can be exported and printed.
NanoCuvette™ One with SpectroWorks™ 1.0
1. Start by creating a new project.
2. Create a measurement flow.
3. Use a reference for instrument calibration.
4. Measure sample by 2 mL or 0.5 μL method.
5. View the results and document your work.


Category Archives: Funeral Directors
How Funeral Directors In Sydney Help You Cope With A Loved One's Death
Struggling with the loss of a family member or close friend can be the most difficult challenge one can experience. When you lose a spouse, parent or sibling, you'll feel that the grief is so intense. The loss of a loved one may be part of living in this world, however, it can make us confused and shocked, which makes us really sad and depressed. But we need to move on and plan with funeral directors in Sydney for the funeral and disposal of our beloved.
Everyone can have various reactions to death and has its own coping mechanism with grief. Studies shows that people can recover on their own as time passes by especially if they have a social support and healthy habits. The pain hurts and will need months to a year to recover. Depending on how you've arranged the deceased's funeral, the funeral directors in Sydney can help you prepare an interment that will ease out the grief that you're feeling over your dead loved one.
If you had a difficult time with the deceased, it can add another dimension to the grieving process. You may take a while before you adjust to the loss and look back at the relationship.
People are naturally flexible as they are able to endure loss and pursue with their own lives. But there are also those who cope with grief for a longer time and will feel unable to perform regular activities. The grief can be so severe and complicated, that it makes them end depressed. A psychologist or a licenced psychiatrist can guide them through with the grief and restore their mental health.
How Professionals Can Help
Psychologists and psychiatrists can help people experiencing fear, guilt and anxiety associated with the death of a loved one. If you need assistance in handling your grief or managing a loss of a loved one, approach a psychologist or psychiatrist for an expert advice.
Mental health professionals can assist people to build some flexibility and enhance methods to get through their sorrows. The professionals like a psychologist can provide treatments that are truly helpful with their day-to-day lives. Those with the highest levels of education can provide help with your mental health. You just need to cooperate to feel better.
So, leave the task of keeping your deceased loved one with funeral directors in Sydney, and you can then move on with your life without them.


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The project Biotechnology for a sustainable economy (Ghent Bio-Economy) of Ghent University is a multidisciplinary partnership (MRP) involving 15 professors at Ghent University from the Faculties of Bioscience Engineering, Sciences, Economics and Business Administration, Law, Arts and Philosophy and 1 professor at the University of Antwerp at the faculty of Biology.
This Multidisciplinary Research Partnership is focusing on the synergistic interaction between green and white biotechnology that is expected to lead to substantial scientific progress in the transition from the present fossil-based economy to a biobased economy.
Plant (green) biotechnology on the one hand is important for the primary production of biomass through the genetic improvement of crops. Industrial (white) biotechnology on the other hand is involved in the conversion of these renewable resources into a wide range of bioproducts, biomaterials and biofuels.
The biobased economy is still in its infancy, but is expected to grow exponentially as a consequence of the drive towards sustainable production processes, the strong price increase for fossil resources such as petroleum, and the need to reduce the emission of greenhouse gases such as CO2.


Calculus How To
Formula vs Function
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Functions > Formula vs Function
 1. What is a Formula?
 2. What is a Function?
 3. Formula vs Function in Excel
Formula vs Function: What is a Formula?
A formula is a mathematical sentence with at least one variable. For example 2 + 4 isn't a formula (there's no variable), but 2x + 4 is a formula, because there's a variable. Formulas are used in math to describe relationships. Variables can be any letter from a to z, but you'll want to follow some general rules for writing formulae:
 - Abbreviate variables to one letter. For example, if you have a variable for weight, shorten that to w, not we or wt. This is because when you have two variables in a formula it means to multiply them, so "wt" means "w * t".
 - Use small letters a, b, c, … z.
 - Omit the multiplication sign (unless you're multiplying two numbers like 2*4). Write 2x, not 2 * x.
 - Put the number first if you're multiplying a variable by a number. Write 2x, not x2.
Formula vs Function: Functions
In general math and beginning algebra, you work with formulas. But in calculus, you work with functions. The difference between formulas and functions is in how they are constructed: functions are a specific type of formula with exactly one output (y) for every input (x).
 - For example, if you put a "2" into the formula y = x2, there's only one output: 4. That's a function.
 - If you put a 2 into the formula x = y2, there are two possibilities for each input (x-value): 8 and -8.
Let's take a look at these graphically:
formula vs function
At x = 2, the blue function y = x2 has one output (blue star), but the formula y = x2 has two outputs (orange stars).
All functions are formulas, but not all formulas are functions.
Formula vs Function in Excel
A "function" in Excel is a predefined formula. All Excel built-in functions are also functions in the traditional sense (i.e. you'll get one output for every input).
As an example, let's say you wanted to add a string of numbers from 1 to 4. All formulas in Excel start with an equals sign "=". So you might type the formula "=1+2+3+4". You could also invoke the built in function SUM to do the same thing: =SUM(1,2,3,4).
When making small calculations like this, there isn't much of a difference between a formula and a function in Excel. Where the big difference comes in is when you're dealing with large amounts of data in cells (something which Excel was designed for). If you had 1,000 numbers in column A, it might take some time to write the formula with all the numbers from 1 to 1,000:
But you can type in a function that will add up all of the numbers between cells A1 and cells A2 in seconds:
Graph created with
Stephanie Glen. "Formula vs Function" From Calculus for the rest of us!
2 thoughts on "Formula vs Function
 1. Michael
 Hi Stephanie, thanks for putting together a great resource here, I may even pick up your book 😉
 I'm just writing to you here as I think I have spotted a typo on your types of functions page:
 I couldn't leave a reply on that particular page so I'm writing it to you here. Anyway at the top of that page it has: "1. What is a Function?
 A function is a type of equation or formula that has exactly one output (y) for every input (x). If you put a "2" into the equation x2, there's only one output: 4. Some formulas, like x = y2, are not types of functions, because there are two possibilities for each x-value (one positive and one negative)."
 I think you meant to put there are two possibilities for each y value (2 and -2), instead of each x-value.
 Kind regards,
Leave a Reply


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There are various methods of storing and retrieving both data and ready information in computers from primary to secondary storage systems. Data may be stored in different storage devices in the computer. There are three basic methods used to retrieve data from computers;
Sequential Access Method
This method of data access is for example applied on reel type magnetic tapes. The data is stored in a logical sequence. The data that was stored first will appear first in the storage device. To find any specific file the device starts searching from the beginning and goes through all files till it finds the specified data.
For example in magnetic tapes the device has to rewind to the beginning each time a file is searched and look in sequence till it finds the specified one. The rewinding and searching makes sequential access devices practically slower.
Direct Access Method
In direct access method, the device can retrieve the required piece of data directly without the need of any sequence. Though data in direct access devices can be accessed sequentially but it is much slower that way. The devices are subdivided into various locations and each location is assigned an address. Each piece of data is stored in these addresses. When the computer is asked to search for a specific file, it searches for the assigned address of that file.
The address helps the computer go straight to specific data without having to go through every file in the storage devices. This is what makes direct access devices much faster than sequential devices.
Indexed File Access Method
Indexed access method can be described as a hybrid; it is a cross between sequential and direct access methods. Storage of the data in a device is done using sequential method. Each record is then assigned two codes a primary key and a secondary key.
The primary key is a type of identification code and appears first in the record name. It can for example be a social security number or any suitable identification format. It works as the locator number of that record. Primary keys are stored sequentially so that within a given block of data the specific records can be randomly stored. An index at the beginning of this block of data is used to identify all the records in it. After finding the index of the block of data the computer proceeds to find the primary key of the records.
The secondary key serves as the full identification of the record. It is used to exactly locate the specific item. The secondary key tells the computer specifically where the out of sequence item can be found.


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In the 1960s and 1970s, "Truth or Consequences" was a popular game show in which contestants were challenged to successfully answer a perplexing question that usually had no obvious answer, determining whether or not the responses were truthful.1 If incorrect, they were left to deal with the consequences of a wrong answer, often in a comical manner with uncertain outcomes. Although the paradigm was intriguing during its time, in the current health care environment, the "truths" about racial disparities in mortality after coronary artery disease—in particular, coronary artery bypass graft (CABG) surgery—and our understanding of the "consequences" of these truths no longer leave room for laughter.
Higgins RSD. Truth and ConsequencesIt's Not a Game Anymore. JAMA Surg. 2014;149(3):228. doi:10.1001/jamasurg.2013.4073


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Daily News Archive
Sponsors Rodent and Vector Control in DC
The Rodent and Vector Control Academy will provide the District with better tools to address rodents while minimizing the health risk posed by them. The partnership created between DOH, EPA, The National Zoo, Beyond Pesticides and the University of the District of Columbia demonstrates the importance of local, state, federal, public and private partners working together to manage pests without creating the public health problems associated with pesticide use. Pesticide use has been linked to respiratory illnesses such as asthma, neurological problems, learning disabilities, cancer and other chemical-induced illnesses.
According to a Washington Post article in 2003, the National Zoo experienced several issues related to rodents. In 2004, two red pandas died at the National Zoo after eating rat poison that had been buried in their yard because of a chronic problem with rodents (See Daily News). With the poisonings at the zoo, rat poison cases that involve children and the increase in the rodent population in DC,.iIt is apparent that current rodent and vector control practices are not working.
While DOH recognizes the need to manage rodent populations to protect public health, the department is acutely aware of the potential health and environmental hazards associated with a pesticide-intensive approach.
"Because rodents share human environments, use of rodenticides poses an inherent risk of exposure to people, particularly children and their pets, as well as other non-target species, therefore, it is important for municipalities such as DC to consider alternative nontoxic approaches first in addressing rodent control." said Michele Roberts, project director of Beyond Pesticides, a national information and advocacy group
Robert Corrigan Ph.D, an expert in the field of pest management, rodent control and the principles of IPM, will conduct the training activities. According to Dr. Corrigan, "We have rodent control techniques but we don't have any quantitative-orientated strategies." Known world-wide for his teachings on the principles of IPM, Dr. Corrigan is also the author of "Rodent Control: A Practical Guide For Pest Management Professionals" and has published more than 75 technical publications in pest control.


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across the entire pipe diameter.
A pattern is observed in the size information computed using the SH-WFS data where bubble size falls into discrete bands. These discrete bands result as the size calculation is performed based on the width of each lenslet, resulting in a resolution of 0.448 mm with an uncertainty of 0.224 mm. When two bubbles are very close to each other or when the difference in intensity shows a non-regular shape towards the edge (due to noise from scattered light from another subaperture), a minimum size of half of a lenslet is assigned.
With the exception of the largest water velocity, the maximum bubble size for all data collected with the SH-WFS is smaller than the maximum size calculated using the HSVC. The SH-WFS is also able to detect smaller bubbles than the HSVC. While small bubbles can be seen in the high-speed video, it is very difficult to obtain an accurate size calculation due to a limit in sensor resolution. The minimum size acquired for the SH-WFS was 0.224 mm while for the HSVC the minimum size is 0.54 mm, more than double that of the SH-WFS. The cause for this difference is believed to be attributed to the depth of field of the HSVC. Bubbles outside the depth of field of the HSVC would be blurred, making it more difficult to resolve them. The SH-WFS, on the other hand, involves collimated laser light. Consequently, it does not have a depth of field but rather is able to detect bubbles independent of where they are located within the pipe. If the HSVC had a smaller field of view like the SH-WFS, the resolving capability of the HSVC would have improved. The number of pixels in the SH-WFS is also larger than that for the HSVC, which also results in the noted difference. Had a higher resolution HSVC been used, the results would have been more comparable.
4.2.4. Bubble Velocity and Position
A comparison of bubble velocity data with pipe position is shown in Figure 15. The distributions of velocities for both sensors show good agreement, with similar maximum velocities for both sensors. The analysis of longer data sets would help to reduce the scatter observed in the distribution for both size and velocity.
This paper has investigated the performance of a SH-WFS for the analysis of dispersed-bubble turbulent flow. The presence of dispersed bubbles in the continuous water media is found to cause extinction of the collimated light source for the SH-WFS.
A statistical comparison between the SH-WFS and HSVC reveals good agreement for two different experiments: ascending bubble flow and horizontal pipe flow. The depth of field of the HSVC makes it more difficult to detect small bubbles (less than 0.55 mm) when compared to the SH-WFS, and consequently the SH-WFS has a better resolution than the HSVC for the optical configuration investigated. Had the HSVC had a smaller field of view or larger number of pixels, its resolution would have improved.
The three individual experiments that were performed-single fixed bubble, multiple ascending bubbles, and horizontal dispersed-bubble turbulent pipe flow, all provide strong experimental evidence that the SH-WFS is a reliable method for the study of multiphase bubble flows. The SH-WFS has certain advantages/disadvantages when compared to other measurement systems.
In comparison to the HSVC, the SH-WFS has the advantage of being able to detect bubbles at any plane inside the pipe whereas bubble measurement using the HSVC was more dependent on the depth of field of the camera lens system. The bubble detection procedures for the SH-WFS are simpler than those for the HSVC, providing a computational advantage during postprocessing operations. Given that the SH-WFS is a one-dimensional sensor, it has the advantage of being able to store more frames and to collect them at higher frame rates. The one-dimensional nature of the SH-WFS does pose a disadvantage when compared to the HSVC, given that it is difficult to measure convection velocity without first having to make assumptions about bubble dimension in the flow direction (i.e., the spherical bubble assumption).
The SH-WFS has been shown to perform as an extinction-based sensing technique when applied to a flow containing components with strong index-of-refraction variations, such as the liquid-gas flow investigated here. Additional sensing capability exists when the system is applied to flows with weak index-of-refraction variations, such as two immiscible fluids with minor index of refraction differences. This would enable the SH-WFS to detect both dispersed bubbles and oil droplets in a water-glycerin continuous flow, for instance. Exploration of this research topic has been left as a future investigation.
The authors would like to acknowledge the support of the Natural Sciences and Engineering Research Council of Canada (NSERC) through its Discovery Grant Program and to acknowledge the National Council of Science and Technology of Mexico (CONACyT) for its financial support.
- T. Dyakowski, "Process tomography applied to multi-phase flow measurement," Measurement Science and Technology, vol. 7, no. 3, pp. 343–353, 1996.
- S. M. Huang, A. B. Plaskowski, C. G. Xie, and M. S. Beck, "Tomographic imaging of two-component flow using capacitance sensors," Journal of Physics E, vol. 22, no. 3, pp. 173–177, 1989.
- F. J. Dickin, R. A. Williams, and M. S. Beck, "Determination of composition and motion of multicomponent mixtures in process vessels using electrical impedance tomography-I. Principles and process engineering applications," Chemical Engineering Science, vol. 48, no. 10, pp. 1883–1897, 1993.
- J. Wolf, "Investigation of bubbly flow by ultrasonic tomography," Particle and Particle Systems Characterization, vol. 5, no. 4, pp. 170–173, 1988.
- S. B. Kumar, D. Moslemian, and M. P. Duduković, "A γ-ray tomographic scanner for imaging voidage distribution in two-phase flow systems," Flow Measurement and Instrumentation, vol. 6, no. 1, pp. 61–73, 1995.
- R. V. Shack and B. C. Platt, "Production and use of a lenticular Hartmann screen," Journal of the Optical Society of America, vol. 61, pp. 656–660, 1971.
- B. J. de Witt, H. Coronado-Diaz, and R. J. Hugo, "Optical contouring of an acrylic surface for non-intrusive diagnostics in pipe-flow investigations," Experiments in Fluids, vol. 45, no. 1, pp. 95–109, 2008.
- R. K. Tyson, Principles of Adaptive Optics, Academic Press, New York, NY, USA, 2nd edition, 1991.
- C. Crowe, M. Sommerfeld, and Y. Tsuji, Multiphase Flows with Droplets and Particles, CRC Press, New York, NY, USA, 1998.
- R. P. Hesketh, F. Russell, and A. W. Etchells, "Bubble size in horizontal pipelines," AIChE Journal, vol. 33, no. 4, pp. 663–667, 1987.
- R. P. Hesketh, A. W. Etchells, and T. W. F. Russell, "Experimental observations of bubble breakage in turbulent flow," Industrial and Engineering Chemistry Research, vol. 30, no. 5, pp. 835–841, 1991.
- P. Andreussi, A. Paglianti, and F. S. Silva, "Dispersed bubble flow in horizontal pipes," Chemical Engineering Science, vol. 54, no. 8, pp. 1101–1107, 1999.
- M. M. Razzaque, A. Afacan, S. Liu, K. Nandakumar, J. H. Masliyah, and R. S. Sanders, "Bubble size in coalescence dominant regime of turbulent air-water flow through horizontal pipes," International Journal of Multiphase Flow, vol. 29, no. 9, pp. 1451–1471, 2003.


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Fishing + kids = plenty of fun! Participants will learn how to rig, bait, cast their lines, set a hook and handle and release a fish. If time allows, they can practice what they've learned.
Pre K - 12
Crooked Creek or pond
Fred Berry Conservation Education Center, Yellville, AR
Education Program Coordinator, _PHONE_
45 minutes - 1 hour
Suggested Number of Participants:
Up to 15
Ample adult supervision/assistance. The number of helpers needed depends on the experience and size of the group. Water conditions and weather permitting.
- Demonstrate ability to handle fishing equipment correctly.
- Demonstrate releasing a catch with minimal effect on the fish.
- Learn a new sport for a lifetime of fun.
Fishing poles (cane poles or rods and spinning reels)
Outfitted tackle boxes (tackle will depend on fishing site)
Fish identification guides
Live bait (optional)
Fishing is a favorite past time for sportsmen around the world, and Arkansas waters provide plenty of fishing spots. Good fishermen have a basic understanding of the types of fish in aquatic habitats, rigging techniques, baits and the proper way to release a fish.
- Ask how many participants have fished before. Where? For what kind of fish? Who took them? Allow a few to share their favorite fishing story.
- Explain where participants will be fishing. Hold up the equipment and indicate the parts.
- If using rods with reels, see how many need instruction and practice casting. If the number is relatively high, they may tie on a practice plug and practice.
- Some sessions will begin with rods that are ready to use, while longer sessions may teach tying the hook. If necessary, show how to tie on the hook (and bobber if one is to be used) and allow time for practice.
- Discuss the types of fish they can expect to catch and the type of bait needed. Show them how to bait the hook.
- Show how to release a fish.
- Before going to the fishing hole, review basic safety precautions: ensure that no one is behind you when you cast; do not enter the water without permission; etc.
- When the group is prepared, lead them to the fishing site and let them catch fish.
Note: An adequate ratio of supervisors to children is about one to every four to six participants. Older, more experienced groups will require less supervision. Waders are available for these older groups if requested by the leader. Caution participants to avoid swift deep water when in waders.
- Arkansas Sport Fish Identification Pocket Guide (2005). Outdoor Empire Publishing.
- Arkansas Fishing Guidebook 2008, Arkansas Game and Fish Commission.
- The Freshwater Angler: Panfish, Creative Publishing International.
- The Freshwater Angler: Fishing for Catfish, Creative Publishing International.
- Lessley, Sloan H. Beginner's Fishing Guide, Aquatic Resources Education (ARE) Program, Fisheries Division.
- Robison, Henry W. and Thomas M. Buchanan. Fishes of Arkansas, The University of Arkansas Press.
- Schmidt, Bob (1991). Sport Fishing and Aquatic Resources Handbook, Kendall Hunt Publishing Company.


FAQ :: What is the difference between white and black magic?
I have heard this basic differentiation: Black magic is intended to cause harm and is evil; white magic seeks to heal, not harm. While that may be true, you have to ask the simple question, "What is the source of the power?" If it is anything but the power of Almighty God, then it is to be avoided at all costs.
God will never allow himself to be degraded to the point of being summoned to cast a spell or to levitate an object. I can promise you that will never happen. So, right away, you can rule out most "magic" as being of the devil.
Prayer calls on the power of God according to His good will and purposes. A prayerful heart says, "Lord I don't know best, but You do, so please help me." In contrast, magic calls on supernatural power for selfish gain or to cause harm, using occult rituals. The magic we are referring to is not the bunny in the hat, sleight-of-hand magic found at kid's birthday parties; it is an occult ritual that calls on the evil, supernatural powers of the devil.


Regular Generators vs Inverter Generators
Inverter generators are different from regular generators in some significant ways. When choosing a generator, you should know what these differences are, and whether you need a regular or inverter generator. In this post, we will discuss the key differences between inverter and regular generators.
The main difference between these two types of generators is in the types of electricity they produce. A conventional generator produces only AC electricity. But when it comes to an inverter generator, electricity is produced in 3 phases.
Inverter generators are unique due to their stable sine wave. Harmonic distortion is minimal, and that is why this type of generator is often referred to as a clean electricity source. A conventional generator, on the other hand, has a messy sine wave.
Here are the basic of harmonic distortion if you want to learn more:
Power and fuel efficiency
In general, inverter generators produce less power than conventional generators. It also depends on some mechanical differences, and the size of the fuel tank. If you are looking for an energy efficient generator, an inverter generator can be a good choice.
Inverter generators come with small fuel tanks, and these generators use less fuel than conventional generators. However, if your project requires a larger power output, you should choose a regular generator.
Inverter generators are designed for easy portability. On the other hand, regular generators are not so easy to move from one place to another, partly because they have larger fuel tanks. So, clearly inverter generators are smaller than regular generators.
For easy portability, an inverter generator usually has a handle. An inverter generator is usually below 100 pounds. But there are some inverter generators that weigh only 40 pounds.
Regular generators usually make a lot of noise. A conventional generator is noisy even if it has noise-minimizing efforts. On the other hand, inverter generators are significantly quieter. The reason behind this reduced noise is that an inverter generator runs at a steady rpm.
In the product description, you will find how much noise the generator will make. The amount of decibels is given in the description. In general, an inverter generator produces 50-60 decibels of noise. On the other hand, a regular generator produces more than 70 decibels of noise.
Parallel connections
An inverter generator has a lower power output, and that is why manufacturers attach a parallel connection to the generator. Using this connection, you can connect two inverter generators to increase the amount of power.
But conventional generators do not offer this feature. And that makes sense, because these generators are already powerful.
No matter which state you live in, you will have to abide by the rules regarding greenhouse gas emissions. There are differences between regular generators and inverter generators in this regard. Most portable generators are EPA compliant. If you live in California, you have to make sure that your generator is CARB compliant.
Regular generators emit more greenhouse gas than inverter generators. So, if meeting environmental requirements is important to you, you may prefer an inverter generator. But if your appliances need lots of power, you should choose a regular generator.
Inverter generators are a bit pricier than regular generators. So, if you are looking for a budget generator, you will probably have to buy a regular generator. But the prices of inverter generators vary widely. In general, inverter generators come with more fancy features. If you have a low budget, you will easily find a lower-end inverter generator.
How to Figure Out What Power Generator You Need
If you are living in an area with extreme weather, you are familiar with the agony of power outages. They can make life unbearable. In such a situation, a power generator can make things a lot easier. A generator can make your home or office more secure during power outages.
But there are many different types of power generators on the market, and choosing a good one is not as easy as it sounds. In this post, you will learn how to choose a power generator that meets your requirements. Here are a few scenarios that determine your decision to buy a power generator.
You have to deal with frequent power outages
Sometimes, power outages can be prolonged. If you are living in an area with extreme weather conditions such as ice storms, blizzards and hurricanes, chances are that you experience frequent power outages. If that is the case, you can choose a portable, large inverter or home standby generator.
Any of these 3 types of generators can power your house. A generator can be connected directly to a circuit breaker panel. Appliances that can be run by a generator include water heaters, electric ranges, sump pumps and well pumps. You can install a generator yourself or hire an electrician to get the job done.
You experience occasional outages
If power outages are not frequent, and you experience them frequently, you may not want to spend a lot of money on a power generator. A budget generator is enough to deal with occasional power outages. In such a case, you can choose either a portable or a large inverter generator.
If power outages are not too frequent, you may not want to buy a regular generator, because it will cost significantly more than an inverter generator. The process of installation is also a bit complex. That is why, for most people, an inverter generator is a better option. But the prices of inverter generators vary a lot, and you have to find a good one within your budget.
You rarely have power outages
Even if power outages are extremely rare, you may want to have a power generator. It will at least give you some peace of mind. In such a case you can buy a recreational inverter generator or a midsize inverter generator.
A midsized inverter generator is enough to keep a space heater or a fridge running. Recreational models, however, have an advantage. They are compact, and therefore more easily portable. Choose a recreational model if portability is important to you.
Understanding wattage
If you know a thing or two about wattage, you will easily figure out what power generator you need. How many appliances would you like to use. Just add up the wattage of those appliances and you will come up with a number. It is also important to know that some appliances such as sump pumps, refrigerators and air conditioners use more power when they cycle on. You can also use wattage calculators which can commonly be found online.
So it is a good idea to account for these surge watts. Your appliances require and certain amount of wattage and an electrician can help you figure that out. The process is in fact pretty simple.
So, we see that the selection of a power generator depends on multiple factors. If you take all these factors into consideration, hopefully you will be able to choose the perfect generator. And if you find the process a bit complicated, you can get the help of an experienced electrician.


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- Discussion questions: What is a blizzard? What do you
do when there is a blizzard? Tell about a not-so-great birthday.
What happened or didn't happen?
- Language arts: Have groups plan a class birthday party. Decide on
a theme, make invitations, make birthday cards, write directions for
games, make a menu.
- Writing: Write about your perfect birthday or a snow day. Make a
list of fun things to do on a snow day.
- Math: Graph birthday months and/or days of the month
- Science: Chart the weather for a month, recording precipitation,
storms, temperature, etc. Research record setting blizzards or snow
storms. Research Blizzards,
- Social Studies: Learn about one-room schools. Discuss the impact of blizzards on travel,
commerce, utilities, etc.
- Drama: Do a pantomime of birthday activities such as blowing out
the candles, etc.
- Cooking/Food: What would you serve to unexpected guests?
- Art: Make a picture of a "blizzard" day, Use a white "wash" to
look like blowing snow.
- Music: Sing some of the songs from the story.
- Movement: Make a human chain in an open area. Have only the first
person with eyes open, lead the others.
- Technology: Brainstorm weather words and their meanings.
Illustrate slides to make a weather dictionary in Kid Pix. Put the slides
into a class slide show.
- Compare and Contrast: The Blizzard with Nora's Ark, another
Monarch book about a flood.


Final Fantasy screenshot
Final Fantasy XIV - Races
Boasting the largest population in Eorzea, the Hyur came from neighboring continents and islands in three great migratory waves. With them they brought a sophisticated technology and complex ethos tempered by the breadth of the outside world. They rapidly became a driving force behind cultural progress, and are now widely attributed with spearheading advances in Eorzean civilization.
One of the Hyur's strengths is the staggering variety of languages and social institutions they exhibit. This is said to account for their firm conviction in individual freedoms, though it also results in a relative lack of solidarity and group cohesion.
Two distinct groups now exist among the Hyur-Highlanders, denizens of mountainous areas, and Midlanders, who reside in lower elevations.
Hyur Avatar
Miqote Avatar
Lalafell Avatar
Their characteristically tall, slim physiques and elongated limbs are part of a successful adaptation to the land's various environments. Indeed, it is said that their highly sensitive ears can discern the squeak of a field mouse at a distance of up to several malms.
The Elezen perceived the immigration of the Hyur as tantamount to invasion, and as a result the two share a past plagued by warfare. At present, however, they can be seen coexisting peacefully, the exception being the reclusive Duskwight Elezen.
Elezen Avatar
They possess enormous, muscular builds and are known for the cultural emphasis they place on competition and unflinching courage, though tender, introspective individuals can also be found. Roegadyn in and around the Limsa Lominsa area are typically seamen putting in at port, but many have also settled permanently, becoming mercenaries, bodyguards, or even pirates by trade. Far away, deep in the mountains of Ul'dah, live mountain clans of reclusive Roegadyn known as the Hellsguard, said to have mastered the magical arts.
Roegadyn Avatar


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Most golfers know that their shots will go further on a warmer day, but why does this happen?
Coefficient of Restitution (COR)
Firstly, the ball's initial speed off the club face will increase.
At impact, the golf ball will compress against the club face and then regain its shape as it "springs" off the club face.
Some energy will always be lost during this compression and expansion, in the form of heat and sound.
The impact between the club face and the ball will become more "elastic" at as temperature increases, leading to a more efficient transfer of energy to the golf ball and thus a higher ball speed.
The coefficient of restitution (COR) is the ratio of the relative speeds of the club head and the golf ball before and after after impact. COR will increase with a rise in ball temperature.
In cold weather, keep your golf ball in your trouser pocket from green to tee in order to warm it up, it will then fly further on your tee shot.
The USGA and The R&A have limited golf clubs and balls to a maximum COR of 0.83.
Note that if you are hitting the common high durability range balls, the effective COR can easily be as low as 0.73, which will reduce the maximum ball speeds that you can produce by about 6%.
Secondly, as air temperature increases the molecules in the air will have more kinetic energy, this will cause the air to expand, resulting in lower air density because there are fewer molecules in a given volume (lower mass per unit volume).
Where ρ is the density of the air, P is the air pressure, R is the gas constant for dry air, and T is the absolute temperature. So if temperature (T) increases while pressure (P) stays constant, then air density (ρ) will decrease.
Lower air density results in less drag force on the golf ball as it flies through the air.
This reduced drag is partially offset, however, by reduced lift. Lower air density will reduce the lifting force on the ball, and thus reduce the carry distance of the shot.
The result is that higher temperatures will increase shot distance, but the precise effect will be dependent on club head speed, launch angle and spin rate.
As a rough guide, golf shots will fly approximately 5-6% further at 100°F (37.8°C) than at freezing point.
If the temperature where you play varies significantly during the day, then you will need to factor this into your club selection – each 12°F (6.7°C) drop in temperature will result in a 1% reduction in carry distance.
If you have any questions or comments about this or other articles on Golf Loopy, please send us an email.


Here's what to do if you feel unwell before your Covid vaccine
Thursday, 18th March 2021, 2:45 pm
Updated Thursday, 18th March 2021, 2:45 pm
More than 25 million people in the UK have now received a first dose of the Covid vaccine.
The rollout, which began with the Oxford-AstraZeneca and Pfizer-BioNTech jabs, is the biggest in the history of the NHS.
As more people become eligible to be given a vaccine, many are asking what they can expect from their appointment.
A common query is whether you can receive the jab if you are already unwell.
So, can you get the coronavirus vaccine if you have a cold or other illness?
Here is everything you need to know.
Can I get the Covid vaccine if I'm not well?
The UK Government has released guidance for people receiving their Covid vaccine.
There is a dedicated frequently asked questions section that includes what people should do if they feel unwell before they receive their jab.
According to the guidance, if you are ill when you have your appointment, you should wait until you have recovered to have your vaccine.
Furthermore, if you are self-isolating or waiting for your coronavirus test result you should also not attend your appointment.
The guidance states: "If you are unwell, it is better to wait until you have recovered to have your vaccine, but you should try to have it as soon as possible.
"You should not attend a vaccine appointment if you are self-isolating, waiting for a COVID-19 test or unsure if you are fit and well."
Meanwhile, the advice in Scotland is similar but dependent on how severe your illness is.
The NHS Inform guidance states: "If you're unwell on the day of your appointment, you should still go for your vaccination if it's a minor illness without fever.
"If you feel very unwell your vaccine may be postponed until you have fully recovered.
"Do not attend your vaccine appointment if you feel unwell with symptoms of coronavirus. Self-isolate and book a test instead."
If you have further questions about your upcoming appointment if you are feeling unwell, contact your GP who will be able to assist you.
Should you still get the vaccine if you've had Covid?
If you have tested positive for coronavirus before, you may have built up some immunity to the virus.
You'll most likely have antibodies - proteins that circulate in the blood and recognise foreign substances like viruses - T cells and B cells.
People who have recovered from the virus have been found to have all of these components.
While scientists still don't know for certain how long immunity from coronavirus lasts, recent studies have provided some answers.
One led by Public Health England showed that most people who have had the virus are protected from catching it again for at least five months.
However, it is likely that this natural immunity won't last as long as the immunity given to you by a vaccine, and you can still be reinfected and pass on the virus to others even if you have no symptoms.
For these reasons, you should still take up the jab even if you have been infected with Covid before.
The NHS Inform guidance states: "Even if you've already had coronavirus, you could still get it again.
"The vaccine will reduce your risk of another infection and the seriousness of your symptoms if you do get it again.
"If you've recently tested positive for coronavirus – even if you have no symptoms – you should wait until 4 weeks after the date you were tested before getting the vaccine.
"The vaccine is your best protection against coronavirus."
Can you catch Covid after having the vaccine?
Both Covid vaccines have been shown to reduce the risk of you suffering from the virus.
It takes your body a week or two to build up some protection from a first dose.
But, like all medicines, no vaccine is completely effective.
It is possible that you may still get coronavirus despite being inoculated, but the illness should be less severe.
The UK Government advises that you should continue to take the recommended precautions to avoid becoming reinfected.


Plotting Surfaces with R
In this post, I'd like to review some basic options for plotting three dimensional surfaces in R. In addition to producing some eye catching visualizations, plotting surfaces can also help develop one's geometric intuition for the mathematics describing the surfaces.
The first plot below shows a Helicoid surface which is the path a propeller moving at uniform speed along the z-axis would sweep out. You might be familiar with this shape from working with a hand turned steel auger or a helocoid anemometer. The surface is built up from first principles as follows: we consider two open intervals U = {u: \(\in\) (0, 2\(\pi\))} and V = {v: \(\in\) (0, \(\pi\))}, lay down a mesh or grid over the two dimensional open set U x V, compute the parametric representation of the surface in \(R^{3}\), and use the surf3D() function from the plot3D package to render the surface.
M <- mesh(seq(0, 6*pi, length.out = 50),seq(pi/3, pi, length.out = 50))
u <- M$x ; v <- M$y
x <- v * cos(u)
y <- v * sin(u)
z <- 10 * u
surf3D(x, y, z, colvar = z, colkey = TRUE,
 box = TRUE, bty = "b", phi = 20, theta = 120)
The next code block uses the same approach and functions to render half of a torus.
R <- 3; r <- 2
M <- mesh(seq(0, 2*pi,length.out=50), seq(0, pi,length.out=50))
alpha <- M$x; beta <- M$y
x <- (R + r*cos(alpha)) * cos(beta)
y <- (R + r*cos(alpha)) * sin(beta)
z <- r * sin(alpha)
surf3D(x = x, y = y, z = z, colkey=TRUE, bty="b2",
 phi = 40, theta = 30, main="Half of a Torus")
You might test your intuition about the how changing the ratio of R and r alters the look of the torus.
I think surf3D(), which is built on base R graphics, produces high quality visualizations. I really like the crisp, metallic look of the torus. However, although surf3D() allows you to set the viewing angle, it is limited to producing static plots. A first remedy for this might be to consider the plot3d() function in the rgl package which contains functions built on base graphics and the OpenGL standard for high performance graphics. You can use the same code as above, but just swap out surf3D() and replace it with plot3d().
Here is a wireframe version of the half torus that you can rotate with your mouse.
torus <- plot3d(x, y, z, type = "l", col = "blue",
 cex =.3, pch = 1, main = "Half Torus", pch = 20)
rglwidget(elementId = "plot3drgl")
These days, of course, JaveScript has become the preferred rendering engine for interactive plots, and there are several possibilities for creating interactive, JavaScript plots in R including threejs, plotly, and graph3D. Here we show an arresting rendering of two surfaces from the threejs gallery that is built up from the parametric equations.
N = 20000
theta = runif(N)*2*pi
phi = runif(N)*2*pi
R = 1.5
r = 1.0
x = (R + r*cos(theta))*cos(phi)
y = (R + r*cos(theta))*sin(phi)
z = r*sin(theta)
d = 6
h = 6
t = 2*runif(N) - 1
w = t^2*sqrt(1-t^2)
x1 = d*cos(theta)*sin(phi)*w
y1 = d*sin(theta)*sin(phi)*w
i = order(phi)
j = order(t)
col = c(rainbow(length(phi))[order(i)],
 rainbow(length(t), start=0, end=2/6)[order(j)])
M = cbind(x=c(x, x1), y=c(y, y1), z=c(z, h*t))
scatterplot3js(M, size=0.1, color=col, bg="black", pch=".")


Return to program book search
Session Information
FRM F077 - Leading Your Team by Coaching and Mentoring
Open admission to eligible categories, no tuition or ticket
Date: Sunday, March 03
CME Credits: 2.00
Location: Room D240
Time: 1:00 PM - 3:00 PM
Director: Elizabeth I. McBurney, MD, FAAD - Handout
 - Sandra Ellison
Learning Objectives:
Following this course, the attendee should be able to:
 - Describe the differences between directive and non-directive coaching and identify situations where each may be most appropriate, as well as recognize why it is difficult for physicians to coach in a non-directive manner.
 - Demonstrate the skills that are key to coaching/mentoring, including active listening, communicating and providing feedback, and guiding others to self-awareness.
 - Determine how to initialize, maintain and conclude a mentoring/coaching relationship.
To get where you are today, you almost certainly had mentors/coaches who set the example and helped to guide you. Are you ready to learn those key skills that make a good mentor/coach so you can develop your team? This session will describe why coaching skills are an essential element of being an effective mentor, and explain when a directive vs. non-directive coaching style is more appropriate. You'll learn tools for successful communication, providing effective feedback and guiding others to find the solution. Tips will be offered on how to establish and maintain positive working relationships. This interactive session will help you develop necessary skills to be an effective coach/mentor, whether you're developing residents or faculty in an academic setting or building an effective working team of staff in the private office.


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Experts your comments on my approach:Rule testedParallelism (ellipsis)
equally likely.... as -> wrong
as likely......as -> correct
So a,b,c - out
d -> as likely that.... as current one-> from parallelism point need THAT
correct option E:
Traffic safety officials predict that drivers will be as likely to exceed the proposed speed limit as they are the current one.
as they are (to exceed) the current (speed limit).
"to exceed" is implied in the second half of the sentence. This is a case of ellipsis in comparison. In this some words omitted from the sentence to make it more concise. Both noun and verb can be omitted. The omitted words should be present in the first part of the sentence in the same form.
Jim's pen is brighter than Alex's (pen). - Correct! ("pen" is implies)
Jim is smarter than Alex (is). - Correct! ("is" is implied)
The omission of a noun for concision is straightforward. Just make sure that the 2 nouns in the sentence can be logically compared. But there are certain exceptions when you are deciding
whether to include a verb in the second half of the sentence.Tense Shift
If the verb tense changes from the first to the second half of the sentence, then the verb must not be omitted in the second half.
· You look more beautiful think year than last year. - Incorrect
· You look more beautiful this year than you did last year.- CorrectMeaning AmbiguityDo not omit the verb if doing so will make the sentence's meaning ambiguous.
I love my dog more than my friend. - Incorrect
Here, the intended meaning could be that I love my dog more than I love my friend, OR
that I love my dog more than my friend does. Since the omission of the verb in the second half of the sentence distorts the meaning, this sentence is incorrect on the GMAT.
I love my dog more than I love my friend.- Correct!
I love my dog more than my friend does.- Correct!
Coming to the option D and E
Option D makes a parallelism error. If we simplify, we get the following structures:
D. Drivers will be
as likely that they will exceed the proposed speed limit
as the current one (speed limit)Comparing a clause with a noun phrase.
E. Drivers will be
as likely to exceed the proposed speed limit
as they are (to exceed )
the current one (speed limit)
Comparing two clauses.
As for the use of "that", both "likely that" and "likely to" are correct.
'Likely that' is correct.
It's likely that+ clause
Likely is often used with it
as a subject
For example: It's likely that I'll be late.
The other usage is with infinitive
be likely to+ infinitive
For example: I'm likely to be late.
Hope this helps!
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text:
Cheng Li1, Felix Wehrli1, Hee Kwon Song1
1Radiology, University of Pennsylvania, Philadelphia, PA, United States
This work describes the implementation of the VAT methodology for EPI sequences as a means to eliminate in-plane distortions. Results demonstrate that a relatively long RF pulse, on the order of the duration of the total EPI readout period, is necessary to minimize image blurring. However, the reduced in-plane blurring is achieved at the cost of increased slice profile distortion.