, and this can be easily visualized because of the low-dimensional nature of the subspace. We can also use response surfaces for the inverse problem; we observe data, use the response surface to find the active variable value(s) that we expect to produce our observations, and invert the map from inputs to the active variable to find sets (ranges) of input values that would produce what we observe. We illustrate these examples below (see also Figure 8 of [1]).
In [7]:
_TAG_ input values
input_nominal = np.array([.1, 2,.5, 4, -.3,.04,.11,.58,.36,.58,.07,\
 .25,.22,.38, 1,.1, np.log(.03), 2, -1])[None,:]
_TAG_ nominal inputs
Y_nom = np.hstack((input_nominal[:,:-3], input_nominal[:,-2:]))
Y_nom = ac.utils.misc.BoundedNormalizer(yl, yu).normalize(Y_nom)
z0m_nom = ((input_nominal[:,-3] + 5.11)/.52).reshape(input_nominal.shape[0], 1)
XX_nom = np.hstack((Y_nom[:,:-2], z0m_nom, Y_nom[:,-2:]))
_TAG_ active variable value
y_nom =
_TAG_ the response surface with grass LH data
RS.train(, LH_grass[:,None])
_TAG_ output value
f_nom = RS.predict(y_nom)[0]
_TAG_ of active variable, predicted output for lai + 1
XX_laip1 = XX_nom.copy(); XX_laip1[0,1] = 2.*(3-1)/3.-1.;
y_laip1 =
f_laip1 = RS.predict(y_laip1)[0]
_TAG_ of active variable, predicted output for lai - 1
XX_laim1 = XX_nom.copy(); XX_laim1[0,1] = 2.*(1-1)/3.-1.;
y_laim1 =
f_laim1 = RS.predict(y_laim1)[0]
fig, axes = plt.subplots(1, 2, figsize=(14,7))
_TAG_ effects of perturbing lai by 1
x = np.linspace(-3, 1, 500)[:,None]
axes[0].plot(x, RS.predict(x)[0])
axes[0].hlines(f_nom, -3, y_nom, linestyles='dotted', linewidth=2)
axes[0].vlines(y_nom,.5e6, f_nom, linestyles='dotted', linewidth=2)
axes[0].fill_between(x[x <= y_laip1], f_laim1.squeeze(), f_laip1.squeeze(),\
 alpha=.3, linewidth=0)
axes[0].fill_between(x[np.logical_and(x >= y_laim1, x <= y_laip1)],.5e6,\
 f_laim1.squeeze(), alpha=.3, linewidth=0)
axes[0].set_ylabel(out_labels[0], fontsize=18)
axes[0].set_xlabel('Active Variable', fontsize=18)
axes[0].text(.2,.52, 'lai = 2', transform=axes[0].transAxes, fontsize=14)
axes[0].text(.2,.7, 'lai = 3', transform=axes[0].transAxes, fontsize=14)
axes[0].text(.2,.32, 'lai = 1', transform=axes[0].transAxes, fontsize=14)
_TAG_ of the inverse problem
axes[1].plot(x, RS.predict(x)[0])
axes[1].set_xlabel('Active Variable', fontsize=18)
axes[1].arrow(0,.7,.87, 0, transform=axes[1].transAxes)
axes[1].arrow(.9,.7, 0, -.67, transform=axes[1].transAxes)
axes[1].text(.0,.71, 'Observed Data', transform=axes[1].transAxes, fontsize=14)
_TAG_ notation on y axes
formatter = ticker.ScalarFormatter(useMathText=True)
formatter.set_powerlimits((-1, 1))
axes[0].yaxis.set_major_formatter(formatter); axes[1].yaxis.set_major_formatter(formatter)
The presence of an exploitable active subspace in this model serves as a proof-of-concept in the application of this methodology to hydrologic models. Active subspaces may be present in other hydrologic models for various domains, climate conditions, and sets of input parameters. The dimension reduction provided by these methods, especially for expensive, high-dimensional models, could aid in making accurate and timely predictions, optimizing output over the input space, or calibrating parameters, and if a sufficiently accurate approximation is found in the active subspace for a particular case, expensive simulation could be eschewed altogether in that case.


text:
What Is Self-supervised Learning? An Understandable Definition
Self-supervised learning is a new type of algorithm in the field of artificial intelligence. This describes the procedure in which labels are automatically generated from the data to carry out tasks from supervised learning. The advantages include, among other things, a high gain in efficiency and an increase in quality standards.
Definition of self-supervised learning
In German, " self-supervised learning, "self-supervised learning," describes a procedure in which machine learning labels for supervised learning are generated without human intervention.
In concrete terms, this means that there is a phase ("pretext") before the actual learning (training) in which the input (e.g., images) is automatically annotated. These labels can then be used for training.
The idea behind this is that the training material can be generated from the existing data instead of being laboriously created by humans. Automatic labeling is, of course, very attractive, especially for data science applications with a very large amount of data.
Self-supervised learning is mainly used in neural networks or deep learning, as these can react very flexibly to such input.
A simple example can be shown in the field of natural language processing (NLP). A sentence is used as input from which a word is removed (pretext). A neural network should then try to predict this word, which is supplied as an output label.
Because we have removed the word from an intact text beforehand, we, of course, know what the correct answer is and train accordingly.
What are the advantages of this approach?
The most important advantage of self-supervised learning is the elimination of human labeling. Creating machine learning labels for large amounts of data or difficult data sets can be very time-consuming.
Automated generation of annotations directly from the available data helps to save effort, time, and money.
Furthermore, there are often problems with data quality, so people create labels. If the data quality decreases, the quality of the algorithms used also decreases. Consequently, self-monitored learning reduces the effort and, thus, implicitly the quality.
Another advantage of self-supervised learning is a very high level of flexibility when changing the labels: If new labels can be created automatically, the training process can also be much more flexible.
What is the difference between self-supervised learning and supervised learning?
Labels must be provided so that supervised learning can be used. In the case of regression (e.g., the forecast of sales), these are numerical values; in the case of classification (e.g., sorting images into "reject" and "no reject"), they are categories.
These labels are usually generated by humans and attached to other data. This process, known as "machine learning labeling," is very complex and sometimes error-prone. Self-supervised learning shortens this process by generating the labels directly from the data.
What is the difference between self-supervised learning and unsupervised learning?
Unsupervised learning does not require prior labels and uses a purely algorithmic approach to recognize patterns in data. Thus it overlaps with self-supervised learning.
It does not depend on the annotation of people; however, the types of algorithms (regression, classification,.) cannot be achieved with classic unsupervised methods.
Consistency Loss – better training through artificially deteriorated input
A conventional approach for better results of machine learning models in the area of image recognition is "Noise adding." Here, input images are given "deteriorations," such as setting pixels to incorrect color values or constructing exposure filters.
The idea is clear: due to the higher input variance with the same output label, the model generalizes more. Although this may lead to lower training accuracy, it may also lead to better results in the real world.
The same principle applies to self-supervised learning. There it is called either "consistency loss" (NLP) or "contrastive noise estimation" (vision). Methods of consistency loss include, for example, deleting letters, rotating word positions, changing the color balance, deleting individual pixels, rotating the image, and many more.
This addition of noise with the same (self-generated) label increases the generalization of the models and thus the performance in real use.
Examples of self-supervised learning
Self-supervised learning in the area of NLP ( Natural Language Processing ):
- Prediction of the next word: In the pretext, a word is removed, and the removed word is used as a label for training.
- Positioning of words: words are removed from the text and used as input to predict the position.
- Word or text distortion: Randomization of individual words or the order of a text.
Self-supervised learning in the field of vision/image processing :
- Colorization: The images are decolorized for the training to then predict the colors.
- Image patch positioning: The removal and prediction of the position of part of an image.
- Inpainting / filling holes: filling gaps in images by initially creating them (e.g., setting pixel values to black).
- Correct corrupt images: Create distortions, blurring, or misalignments within an image and then repair them.
Self-supervised learning in the field of video:
- Correct Order: Put video frames (back) in the correct order.
- Fill gaps: Predict individual frames within a video.
Conclusion on the subject of self-supervised learning
Self-monitored learning describes the process of algorithmically generating machine learning labels from existing stimulus material to train a model.
The goal is the automated annotation of training material to avoid effort and loss of quality. The areas of application are primarily language processing (NLP), image processing, and video processing.

source: openbmb/Ultra-FineWeb


Standing passenger
From Wikipedia, the free encyclopedia
 (Redirected from Straphanger)
Jump to: navigation, search
"Straphanger" redirects here. For other uses, see Straphanger (disambiguation).
Hanging straps with triangular handles in a modern Japanese commuter train
Handrails on a rapid transit train
In urban public transport, provision is made for standing passengers, often called straphangers[1][2][3][4] to rationalize operation, and to provide extra capacity during rush hour. While most travelers may be seated during off-peak services, only a limited proportion will be seated during the peak services. The longer the journey, the less willing passengers are to stand. On intercity rail or coach services, the willingness among passengers to stand is often low or it may be prohibited, with reserved seating to ensure that all passengers can be seated.
In aviation, safety measures require all passengers and crew to be seated during take-off and landing, so airlines do not allow passengers to travel without a seat. However, in 2010, Ryanair, a low-cost airline proposed a'vertical seat' design for use by standing passengers on its aircraft.[5]
Seated to standing ratio[edit]
The seated to standing ratio is the ratio between the number of passengers that can be seated and the number of standing passengers on a public transport vehicle. A higher standing ratio allows for more passengers in a given area, but detracts the perceived quality of the transport, in particular over long distances.[6] Its application is normally limited to urban mass transit due to intercity transport normally only offering seated travel. On longer haul services, bilevel cars are often used to allow for increased seating, though this increases the dwell time at stations, making increased seating ratio and service time tradeoffs.
Passengers per square metre[edit]
Passengers per square metre is a unit used to determine the standard of comfort provided to standing passengers in a commuter vehicle. Multiplying this number by the total available standing area on a vehicle gives the total standing passenger capacity. Bus services in Europe operate at about four passengers per square metre.[7]
Hand holds[edit]
Various types of hand holds are provided for standing passengers:
 - handrails: running horizontally along the ceiling
 - stanchions: vertical poles
 - grab rails: smaller hand rails attached to seats, doors and doorways
Standing passengers are susceptible to suffering falls and other injuries, particularly elderly people.[8]
 1. ^ 16 April 1893, Chicago Daily Tribune, pg. 33: "But Lili (a dwarf elephant – ed.) weighs only seventy pounds and her tread would not affect a corn as much as that of the dudish strap-hanger whose equilibrium has been disturbed by the sudden jerk of a green gripman."
 2. ^ 22 February 1896, Chicago Daily Tribune, pg. 7: "'No sane man,' said a North-sider yesterday who has been a strap-hanger for years, 'expects the street car lines to furnish seats for every passenger during the rush hour morning and evening.'"
 3. ^ 19 April 1899, New York Times, pg. 6: "When the offer of the Metropolitan Street Railway Company to build the underground railroad was published, the million strap-hangers were silent, inert, and helplessly contemplative."
 4. ^ "An imposing and formal man, Prescott Bush commuted for years to Grand Central Station, then rode down to Wall Street on the subway. 'He'd die now,' according to George's sister Nancy, 'with limos picking them up. He was a straphanger.'" — Andrew Delbanco, "Self-Remade Man," The New York Times review
 5. ^ The Telegraph (London), "Ryanair to sell £5 tickets for standing-room only flights", Laura Roberts, 1 July 2010 (accessed 17 September 2010)
 6. ^ White, Peter (2002). Public Transport: Its Planning, Management, and Operation. Taylor & Francis. ISBN 0-415-25772-7.
 7. ^ Bus Systems: An efficient mode of transport - UITP on UITP website, viewed 2013-09-11, which quotes Volvo Bus Corporation as its source
 8. ^ "Safety of Standing Passengers in Urban Buses" on ScienceDaily website, viewed 2013-09-12


text:
Cuasia (QUASSIA) Overview Information
Quassia is a plant. The wood is used as medicine.
Quassia is used for treating an eating disorder called anorexia, indigestion, constipation, and fever. It is also used to rid the intestines of various kinds of worms; as a tonic or purgative; and as a mouthwash.
Some people apply quassia directly to the scalp for lice.
Rectally, quassia is used for treating worm infestations.
In manufacturing, quassia is used to flavor foods, beverages, lozenges, and laxatives. The bark and wood have been used as an insecticide.
How does it work?
Quassia contains chemicals that might increase stomach acid and bile secretions, perhaps accounting for appetite stimulant and digestive effects. Other chemicals may have activity against bacteria, fungi, and mosquito larvae.
Possibly Effective for:
- Use on the scalp for head lice.
- Lice. Early research suggests that applying quassia tincture one time can kill head lice. However, the lice might come back. Some research shows that two applications within one week might be more effective than a single application.
- Appetite loss (anorexia).
- Intestinal worms.
- Other conditions.
Cuasia (QUASSIA) Side Effects & Safety
Quassia is LIKELY SAFE when taken by mouth in food amounts. But quassia is POSSIBLY UNSAFE when taken by mouth in medicinal amounts. It can cause side effects such as irritation of the mouth, throat, and digestive tract along with nausea and vomiting. In very large doses, it could cause abnormal heart function; however, most people throw up before they get a high enough dose to cause heart problems. Long-term use can cause vision changes and blindness.
Quassia is POSSIBLY SAFE when used on the skin.
Special Precautions & Warnings:Pregnancy and breast-feeding: Quassia is LIKELY UNSAFE when taken by mouth during pregnancy or breast-feeding. It can cause cell damage and nausea.
There is not enough reliable information about the safety of applying quassia to the skin or scalp you are pregnant or breast-feeding. Stay on the safe side and avoid use.
Digestive tract problems or diseases, such as stomach or intestinal ulcers, Crohn's disease, infections, and many other conditions: In large amounts quassia can irritate the digestive tract. Don't use it if you have one of these conditions.
Moderate Interaction Be cautious with this combination
- Digoxin (Lanoxin) interacts with QUASSIA
Quassia is a type of laxative called a stimulant laxative. Stimulant laxatives can decrease potassium levels in the body. Low potassium levels can increase the risk of side effects of digoxin (Lanoxin).
- Water pills (Diuretic drugs) interacts with QUASSIA
Quassia is a laxative. Some laxatives can decrease potassium in the body. "Water pills" can also decrease potassium in the body. Taking quassia along with "water pills" might decrease potassium in the body too much.
Some "water pills" that can decrease potassium include chlorothiazide (Diuril), chlorthalidone (Thalitone), furosemide (Lasix), hydrochlorothiazide (HCTZ, HydroDiuril, Microzide), and others.
Minor Interaction Be watchful with this combination
- Antacids interacts with QUASSIA
Antacids are used to decrease stomach acid. Quassia may increase stomach acid. By increasing stomach acid, quassia might decrease the effectiveness of antacids. Some antacids include calcium carbonate (Tums, others), dihydroxyaluminum sodium carbonate (Rolaids, others), magaldrate (Riopan), magnesium sulfate (Bilagog), aluminum hydroxide (Amphojel), and others.
- Medications that decrease stomach acid (H2-Blockers) interacts with QUASSIA
Quassia might increase stomach acid. By increasing stomach acid, quassia might decrease the effectiveness of some medications that decrease stomach acid, called H2-Blockers.
Some medications that decrease stomach acid include cimetidine (Tagamet), ranitidine (Zantac), nizatidine (Axid), and famotidine (Pepcid).
- Medications that decrease stomach acid (Proton pump inhibitors) interacts with QUASSIA
Quassia might increase stomach acid. By increasing stomach acid, quassia might decrease the effectiveness of medications that are used to decrease stomach acid, called proton pump inhibitors.
Some medications that decrease stomach acid include omeprazole (Prilosec), lansoprazole (Prevacid), rabeprazole (Aciphex), pantoprazole (Protonix), and esomeprazole (Nexium).
Cuasia (QUASSIA) Dosing
The appropriate dose of quassia depends on several factors such as the user's age, health, and several other conditions. At this time there is not enough scientific information to determine an appropriate range of doses for quassia. Keep in mind that natural products are not always necessarily safe and dosages can be important. Be sure to follow relevant directions on product labels and consult your pharmacist or physician or other healthcare professional before using.


Dick Wong Dance+Theatre
We Are Now Six
The Collision of Group and Individuals
Dick Wong Dance+Theatre
We Are Now Six
The Collision of Group and Individuals
As a number, six has an extensive associations and implications in different cultures. In Egypt, six is a cosmic number in the material world, representing time and space. In China, six is the directions of up, down, left, right, front and behind; or up, down, east, west, north and south, meaning the whole of heaven and earth. In Greece, six is a perfect number, also known as the "complete number"; but in the Bible, six represents the mortals and their imperfections, including their weaknesses and sins.
We Are Now Six uses the various combinations of six as an entry point: 1 vs 5 is one being outnumbered by five, the politics of 3 groups of 2 vs 1, 3 groups of 1 on 1, or the natural harmonious whole, or even the singular ones that work on its own, etc. It is the innumerable entanglements of collisions, contrasts, interactions, negotiations, adjustments and compromises of individuals and the crowds, minority and majority, the underprivileged and the mainstream.
Creative Team
Direction, Creation & Performance Dick Wong
Performance Jonathan Hung, Jennifer Mok, Ivy Tsui, Chester Wong
Free seating
Full-time students
 - Running time approximately 60 minutes with no intermission
 - In Cantonese, with no surtitle
 - No latecomers will be admitted, until a suitable break in the performance.
 - Zuni Icosahedron reserves the right to add, withdraw or substitute artists and/ or vary advertised programmes and seating arrangements.
Creative Note
1. I'd remember all the faces. Will the body remember what happened yesterday? How would the distance that I ran yesterday finally turn into a result? Every step comes into being from the former step. The steps I take are the caretaker of my body, letting me remember where I came from.
2. We might not have answers for all the questions arise every day. The answers are like an unfathomable black hole. What is conceivable is not the future, and black holes are everywhere. Darkness cannot eliminate black holes, and there is a breeze at the mouth of the black hole. Let's say farewell embracing the breeze.
3. Sometimes, I don't know what to do, and what I should do, and this makes me ponder on existence itself. I think, therefore I am. What we can do is to see, to listen, to feel and analyse, and then project that with the magic lantern. The magic lantern does not know how to analyse the existence of flowers, and the shadows in the projection keep wavering. I'm standing at the furthest back, and endless layers of people's backs are blocking my view. In order to see what's happening in front that was blocked from me, I must first face up to what is in front of me.
4. In these times, have you shed tears? Are you enraged? As a pawn, how do you feel? As a pawn made to weep, I have no choice. It's the pendulum and footsteps of anger and being trampled. Tears are but the residue of emotions. Can emotions affect strangers existing in the same space through the air? A stranger might be the most likely person who could make you carry on.
5. The leg is the beginning of movement, and seeing and not seeing is the centre of balance, an exercise of possibilities and the unknown. Once you get started, there is no return, forever and ever. The reason for not being able to return is the going forward for the unknown future. Sometimes, we need to go backwards in order to move forth. There can be many possibilities for the direction. One space, endless possibilities.
Dick Wong, Jonathan Hung, Jennifer Mok, Ivy Tsui, Chester Wong
If Hong Kong funnyman Stephen Chow were a dancer, he might have been like this compatriot Dick Wong.
The Straits Times
From uncertainties to comical misunderstanding emerges a common gestural culture, the intelligence of the body.
Centre National de la Danse
Studio Theatre, Hong Kong Cultural Centre
Studio Theatre, Hong Kong Cultural Centre
The Team
Director, Creation & Performance: Dick Wong
Performance: Jonathan Hung, Jennifer Mok, Ivy Tsui, Chester Wong
Runner: Stephy Yeung
Executive Producer: Bowie Chow
Production & Stage Manager: Chow Chun-yin
Deputy Stage Manager: Zeta Chan
Lighting Designer: Zoe Cheung
Sound Designer: Can. Ha
Assistant Stage Manager: Chan On-ki
Wardrobe Assistant: Bonnie Chan
Stage Assistant: Kenneth Chan
Company Manager (Administration and Finance): Jacky Chan
Company Manager (Programme): Doris Kan
Senior Programme Manager: Bowie Chow
Programme Manager: Ho Yin-hei
Assistant Programme Managers: Rachel Chak, Ricky Cheng
Programme and Art Administration Trainees: Megan Hung, Stephy Yeung
Interns: Marco Chan, Fion Lee, Christine Tong
Photo: Liu Chen Hsiang
Graphic Design: Wong San-mun
Graphic Design Assistant: Coco Cheung
Promotional Video: Wing Chan, Fion Lee, Wild Lin
English Translation : Mona Chu, Vicky Leong
Acknowledgement: Verdy Leung, Evi Yang


text: ||A point set is extremal if and only if the points lie on the boundary of a rectilinear convex hull of the point set [l0]. For an extremal point set of size n, the problem of constructing an optimal rectilinear Steiner tree was first shown to be solvable in ο(n[to the power of 6]) time by Provan. Later, Bern, and Erickson developed a faster algorithm that runs in ο(n[to the power of 5]) time. Richards and Salowe [l0] developed an improved algorithm and solves the problem in ο(k[to the power of 4]n), where k is the number of sides of the rectilinear convex hull. Cheng et al. observed a common substructure which often appears in an optimal Steiner tree and developed a dynamic programming algorithm that runs in ο(n[to the power of 3]). In the worst-case scenario, an extremal point set can have θ(n) boundary edges. So the algorithm in has a better asymptotic time complexity than the algorithm given by Richards and Salowe. In this thesis, we make use of some of the results in and [l0] and redesign a dynamic programming algorithm that runs in ο(k2n) time. Thus our algorithm has the best asymptotic time complexity known for the problem.


text:
Radiofrequency treatment, also called radiofrequency ablation, is performed using needles and the guidance of an x-ray machine: physicians insert tiny needles into the areas of pain or where cancer exists, which then transmit radio waves to promote healing in cases of back injury, and to kill cancer cells in cancer patients. Radiofrequency ablation is performed using a local anesthetic and mild sedative for arthritis relief in the spine, states WebMD. Patients remain awake during the procedure, and help doctors by identifying precise areas of pain, where doctors then insert the needle to provide relief.Continue Reading
In instances of arthritis and cancer treatment, medical professionals consider radiofrequency treatment a minimally-invasive procedure. It is less invasive than surgery, and has a much shorter recovery time. In cancer patients, physicians recommend radiofrequency treatment when surgery is not an option, or when precancerous cells must be destroyed.
Among cancer patients, doctors use radiofrequency ablation to treat bone, liver, prostate, kidney and lung cancers, says Mayo Clinic. They use x-ray images of cancerous cells and tumors to identify where to insert needles, then guide needles to the precise location. Once in place, needles emit high frequency waves of radiation, which heats the surrounding tissues and kills off cancerous cells. Doctors can insert needles through the skin or make small incisions over the affected area.Learn more about Conditions & Diseases


text:
A WHERE clause in SQL is a data manipulation language statement.
WHERE clauses are not mandatory clauses of SQL DML statements. But it can be used to limit the number of rows affected by a SQL DML statement or returned by a query.
Actually. it filters the records. It returns only those queries which fulfill the specific conditions.
WHERE clause is used in SELECT, UPDATE, DELETE statement etc.
Let's see the syntax for sql where:
WHERE clause uses some conditional selection


text:
Biodynamic preparations on static pile composting from prickly pear cactus and moringa crop wastes
Heberto Antonio Rodas-Gaitán, José Manuel Palma-García, Emilio Olivares-Sáenz, Edgar Vladimir Gutiérrez-Castorena, Rigoberto Vázquez-Alvarado
Abstract: Biodynamic agriculture, which considered biodynamic preparations (BP) and compost as essential to farms sustainability, surged as an alternative almost a century ago. Composting is a way to obtain either biofertilizers or soil amendments, whereas the static piles method reduces energy and cost because no turnings are needed. The present study aims to evaluate the BP effect on physical, chemical and biological properties of static piles compostfrompricklypearcactusandmoringacropwastes (regional principal substrates) over 100 days of composting. The experiment was carried out in an organic farm (Nuevo León,Mexico)consideringfourtreatments:T1,Pricklypear cactus+BP; T2, Moringa+BP; T3, Prickly pear cactus and T4, Moringa. Results showed significantly higher bacterial activity (p<0.05) in T1 (until 1.38x1010 CFU), therefore it had the highest temperatures and mineralization. Treatments with prickly pear cactus attained the highest temperatures, compared with those with moringa (significantly in 71% of total sampling days, p<0.05). An aerobic environment was maintained by the passive aeration system (holed PVC pipes placed at the bottom layer). The final material was considered to be sanitized, according to Enterobacteriaceae, Escherichia coli and Salmonella/Shigella analysis for quality control. Results indicate the BP efficiency on regional substrates decomposition, by using the static piles method.
Keywords: microorganisms, mineralization, Moringa oleifera, Opuntia ficus-indica, principal component analysis
Research publications concerning biodynamics


text:
Streetwork: Homeless Youth Facts
Who are homeless youth?
According to a 2002 federal study, approximately 1.7 million young people call the streets home every year.
Children under 18 years of age accounted for 39% of the homeless population. Of that number, 42% were younger than age 5.
Approximately 40% of homeless youth identify as L(esbian) G(ay) B(isexual) or T(ransgendered) – compared to 10% of the general youth population in the United States.
What can cause a young person to be homeless?
Young people are at far greater risk of becoming homeless if their parents engage in substance abuse or have mental health problems, if there is child abuse or neglect in the home, if the family has been homeless previously, or if they identify themselves as lesbian, gay, bisexual, or transgendered.
A U.S. Department of Health and Human Services study found that 46% of homeless youth escaped a home where they suffered physical abuse, while 17% left because of sexual abuse.
Children who have been in foster care have a greater risk of becoming homeless at an earlier age than other youth, and are more likely to remain homeless for a longer period of time.
What happens to young people who try to survive on the streets?
Young people who are too old for foster care and too young to apply for social services face devastating shortand long-term consequences from being forced to survive on the streets.
- Nearly 43% of homeless young men and 39% of homeless young women say they were assaulted with a weapon while living on the streets.
- Homeless youth suffer significant mental health problems that include depression, anxiety disorders, post-traumatic stress disorder, substance abuse, and suicidal thoughts.
- Young people living on the streets are highly likely to be engaged in substance abuse (approximately 75%), as a means to self-medicate to deal with traumatic experiences and abuse they face while trying to survive.
- Children living on the streets are more likely to engage in "survival sex" – trading sex to gain food, clothing, drugs, money, or just for a safe place to sleep at night.
- According to a San Francisco government study, 17% of homeless youth are HIV-positive.
- Homeless youth who identify as lesbian, gay, bisexual, or transgendered are more likely commit suicide than other youth.
- Every year, approximately 5,000 homeless young people will die because of assault, illness, or suicide while on the street.
How does Safe Horizon help young people affected by violence and abuse?
Nearly 20,000 homeless people 24 years old and younger live in New York City, most of whom have fled to the streets because of violence and abuse. Safe Horizon's Streetwork program offers homeless and street-involved youth a refuge – a hot meal, a hot shower, and a lifeline.
- Streetwork makes contact with more than 19,000 youth each year through our two drop-in centers, two residential programs, and street outreach services.
- Streetwork distributes over 45,000 meals to young people every year.
- Streetwork offers free legal, medical, and psychiatric services; individual and group counseling; practical and educational assistance; advocacy; HIV prevention; and many other services that homeless youth urgently need, all in a safe, non-judgmental setting.
What can I do to help young people in crisis?
Safe Horizon's Streetwork program helps give homeless young people the refuge they need from the streets – and critical resources they need to find safety and hope. You can make a difference for young people in crisis through any of the following ways:
Donate today and help provide young people with the tools they need to find brighter, safer futures.
Find out more about Streetwork and how we help homeless and street-involved youth.
More information about homeless youth
National Child Traumatic Stress Network
National Coalition for the Homeless
National Resource Center for Foster Care and Permanency Planning, Hunter College - School of Social Work, City University of New York

source: HuggingFaceFW/fineweb-edu


down on space usage, and allows you to essentially forget about the storage mechanism as you can simply request the content from the data store by UUID.
Epitome is currently experimental, but something to watch for the future.
share|improve this answer
Generally you want to avoid having directories with a large number of files/directories in it. Primary reason is that wildcard expansion on the command line, will result in "Too many arguments" errors resulting in much pain when trying to work with these directories.
Go for a solution that makes a deeper but narrower tree, e.g. by creating subfolders like others have described.
share|improve this answer
We had a similar problem, the solution - as mentioned previously - is to create a hierarchy of directories.
Of course if you have a complex application which relies on a flat directory structure, you'll probably need a lot of patching. So it's good to know that there is a workaround, use symlinks which doesn't have the mentioned 32k limit. Then you have plenty of time to fix the app...
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Why not use a timestamp approach, and then have an overflow option.
For Example
So lets say your timestamp is: _PHONE_
Omit the last 2 digits (or else it just gets slightly ridiculous). Separate the stamp into sets of 4 (the directory count shouldn't reach more than 9999 - if you want to you could separate it differently).
This should leave you with something like this:
Then also check the amount within the dir before uploading, if it's getting a large number of uploads (i.e. 32000 + per 100 secs), then iterate the directory by the second or a letter, for example:
Then log the timestamp + letter or the full path code into a db along with the user and you should be set.
pathstamp: _PHONE_ or 13665876a (if your using letters).
This does end up with a large number of directories, but it can be really useful for handling file revisions. For example, if a user wants to use a new profile picture, you still have the old timestamped version of the older one in-case they wish to undo the changes (its not just over-written).
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text: This article examines shifts in attitudes and changes in provision with regard to never–married mothers within three broad chronological periods. The first section considers attitudes towards these mothers in the period 1918–45, when the issue was conceptualized as one of public health and moral welfare. Second, the article examines the period between 1945 and 1970, when the dominant professional view of never-married mothers focused on identifying individual pathology, but when significant continuities in treatment can nevertheless be found. Third, the article looks briefly at the substantial change in policy and provision for what were then called 'one-parent families' during the 1970s. In conclusion it argues that while there were substantial changes in terms of the way in which unmarried motherhood was defined, from the point of view of the unmarried mothers themselves the continuities have been more striking. Unmarried mothers have been persistently singled out and labelled a social problem and, in all but a brief period during the late 1960s and 1970s, also as a moral problem.


The Indigenous Roots of Rock and Roll
Essential Question
What does Link Wray's biography say about how Native Americans lived in the first half of the 20th century, and what role did Wray's upbringing have on his music?
Download student-facing Distance Learning Pack for this lesson.
In this lesson, students watch clips from RUMBLE: The Indians Who Rocked The World and explore Link Wray's position as an influence on later Hard Rock and Heavy Metal musicians. Students will investigate the history of the Shawnee Tribe, and use Wray as a case study to consider what life might have been like for a Shawnee in the American South during the early 20th Century. Finally, students debate ways Wray's early life might have contributed to his future musical achievements, and find common themes between the song "Rumble" and the poem Nationhood by Laura 'Da.
Many would argue that Rock and Roll has historically been the music of rule breakers. It turns out that Rock and Roll is also the music of guitar amp breakers. Beginning in 1953 with guitarist Willie Kizart's crackling part on Jackie Brenston and his Delta Cats' "Rocket 88," which was performed on a "broken" guitar amp, many guitarists in the emerging genre of Rock and Roll sought to overdrive and distort their sound. The Rolling Stones' Keith Richards used a hi-tech new "fuzzbox" to achieve the menacing distortion heard on the 1965 hit "(I Can't Get No) Satisfaction." And, like many young guitarists did at the time, The Kinks' Dave Davies slit the speaker cones on his amp to get the fuzzy tone of the 1964 hit, "You Really Got Me." However, it likely wasn't another British rocker, or even Kizart that Richards and Davies were emulating. It was Link Wray, a Native American from rural North Carolina.
In January 1958, brothers Link, Doug, and Vernon Wray were performing as the house band in Fredericksburg, Virginia for a record hop organized by local DJ and TV personality Milt Grant. Shortly into the show, audience members requested the band play "The Stroll," a song released a month earlier by The Diamonds. Link, the group's guitar player, had spent much of the previous year in the hospital recovering from tuberculosis, and didn't know "The Stroll." Doug, the drummer, counted the song off anyway. Link had no choice but to play something. That something, which they named "Rumble," was mostly three chords and a riff, sustained above Doug Wray's lumbering 12/8 beat by the crunchy tone of Link Wray's deliberately slashed speakers.
"It changed everything," says Robbie Robertson in the film Rumble: The Indians who Rocked the World, "'Rumble' made an indelible mark on the whole evolution of where Rock and Roll was going to go." Wray's guitar part, simple to the ears of many, encapsulated the powerfully defiant attitude that would become a defining characteristic of future Rock subgenres such as Hard Rock, Punk, and Heavy Metal. Both Pete Townshend of The Who and Led Zeppelin's Jimmy Page cite "Rumble" as a defining influence. Vocalist Iggy Pop remembers, "'Rumble' had the power to push me over the edge…it helped me say, 'I'm going to be a musician.'" Pop wasn't the only person who felt "Rumble," an instrumental, might push one "over the edge." Fearing that "Rumble" could inspire juvenile delinquency, it was banned by several radio stations, even in major cities such as Boston and New York. Though the song is over 60 years old, "Rumble" continues to evoke strong feelings in many, and it has been placed in films and TV Shows such as Pulp Fiction, Independence Day, and The Sopranos.
Some suggest the raw emotional power of "Rumble" is a musical reflection on the Wrays' tumultuous childhoods. The Wray brothers were born in Dunn, North Carolina, to a Shawnee mother. "While Elvis grew up white-man poor," Link often said, comparing himself to one of his idols, "I grew up Shawnee poor." His mother was crippled by racist violence she experienced as a child, his father shellshocked by his experience as a soldier World War I. As a child, Link sometimes hid with his brothers under their beds as the Ku Klux Klan terrorized their segregated neighborhood. But at the same time, Link's childhood in Dunn positively contributed to his musical development. His mother, a street preacher, instilled in him a love of song, and a local blues musician known as Hambone gave him his first guitar lessons. As filmmaker Antonino D'Ambrosio suggests in RUMBLE, these musical influences might have allowed Wray to take his difficult past and translate it in proactive ways.
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Upon completion of this lesson, students will:
 1. Know (knowledge):
 - How racism affected Native Americans in the mid 20th century
 - A basic history of the Shawnee tribe
 - About Shawnee-U.S. Government interactions under Presidents Jefferson and Jackson
 - About the Shawnee role in the War of 1812
 - About The Indian Removal Act and the Trail of Tears
 - How segregating communities resulted in tight family units and the transmission of culture among different minority communities
 - The effects wars can have on American veterans
 - Connections between poverty and health in the United States
 - The role faith and religion played in Link Wray's development
 - The extent to which a musician's personal life might influence their music
 - Connections between Link Wray's "Rumble" to the poem Nationhood by Laura Da'
 2. Mastery Objective:
 - By examining videos and autobiographical accounts of Link Wray's early life students will be able to imagine what life for a Shawnee person might have been like in the first half of the 20th Century, and how such an experience might have impacted Wray's music.
Motivational Activity:
 1. Tell students that they will begin with a free writing exercise. Ask students to choose a musician, actor, athlete, or other public figure, and to consider how what they know about that person's upbringing might have contributed to their current career. If students do not know much about the biographies of their choices, encourage them to write creatively and imagine what that person's young life might have been like. Then, ask students to volunteer to share their responses.
 2. Ask the class:
 - In what ways do you think a person's childhood might affect their future?
 1. Explain to students that in this lesson they will be learning about Link Wray, half-Shawnee Native American from North Carolina who was a major influence on Rock, Hard Rock, Punk, and Metal guitarists. Play Clip 1, "The Birth of Rumble." Ask students:
 - What is it about the guitar sound of "Rumble" that seems to have influenced so many guitarists, including those interviewed in this clip?
 - How would you compare the guitar playing on "Rumble" with the early footage of Wray that opens Clip 1? (Consider replaying the first few moments of Clip 1 if necessary).
 - How might you describe the sound of "Rumble"? How might you describe Wray's demeanor on stage in Clip 1? What about this might have influenced young musicians in the late 1950s?
 - Though it is an instrumental song, "Rumble" was banned on many radio stations, including those in major cities such as New York and Boston. What about the song do you think some found so threatening? (Note to teacher: The song title, "Rumble," was thought to reference gang fighting–West Side Story was popular at the time–and many thought the sound might "contribute to juvenile delinquency")
 2. Tell students that you will now consider how the "distorted" sound of guitar was developed, and what it might have represented to some at the time. Play Clip 2, "Soundbreaking – The Development of the Fuzz Tone,"and ask students:
 - How do the musicians in this clip describe the sound of the guitar? What are some of the terms they use to describe this unique sound?
 - Can you think of a song you like that has a distorted guitar?
 - Why might a guitar that sounds "distorted," "aggressive," like a "monster" or a "villain" be a desired quality for musicians?
 - (Optional: ask students if there are any guitar players in the class, and if they use distortion on their guitar, and why.)
 - When do you think this sound might have first been created? Do you think it happened before the creation of the fuzz pedal mentioned in the clip?
 - Note to teacher: If you would like students to have a hands-on experience with guitar effects, try the TeachRock Guitar Effects TechTool
 3. Tell students that to consider Link Wray's early life in North Carolina as a Shawnee, they will first explore Shawnee history. Distribute Handout 1 – "The Shawnee," and read it aloud as a class. Then ask:
 - Where do you think the Wray ancestors fit in among the Shawnee who grappled with the limited options they faced throughout the early 19th century? (Encourage students to recognize that because they remained on the East Coast, Wray's ancestors


text:
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Railroad directions are used to describe train directions on rail systems. The terms used may be derived from such sources as compass directions, altitude directions, or other directions. However, the railroad directions frequently vary from the actual directions, so that, for example, a "northbound" train may really be headed west over some segments of its trip, or a train going "down" may actually be increasing its elevation. Railroad directions are often specific to system, country, or region.
Many rail systems use the concept of a center (usually a major city) to define rail directions.
Up and down
In British practice, railway directions are usually described as up and down, with up being towards a major location. This convention is applied not only to the trains and the tracks, but also to items of lineside equipment and to areas near a track. Since British trains run on the left, the "up" side of a line is on the left when proceeding in the "up" direction. The names originate from the early railways, where trains would run up the hills to the mines, and down to the ports.
On most of the network, "up" is the direction towards London. In most of Scotland, with the exception of the West and East Coast Main Lines, "up" is towards Edinburgh. The Valley Lines network around Cardiff has its own peculiar usage, relating to the original meaning of traveling "up" and "down" the valley. On the former Midland Railway "up" was towards Derby. On the Northern Ireland Railways network, "up" generally means toward Belfast (the specific "zero" milepost varying from line to line); except for cross-border services to Dublin, where Belfast is "down". Mileposts normally increase in the "down" direction, but there are exceptions, such as the Trowbridge line between Bathampton Junction and Hawkeridge Junction, where mileage increases in the "up" direction.
Individual tracks will have their own names, such as Up Main or Down Loop. Trains running towards London are normally referred to as Up trains, and those away from London as Down. Hence the Down Night Riviera runs to Penzance and the Up Flying Scotsman to Kings Cross.
In China, railway directions with terminus in Beijing are described as "up" (上行) and "down" (下行), with up towards Beijing; trains leaving Beijing are "down", while those going toward Beijing are "up". Trains run through Beijing may have two or more numbers, for example, the train from Harbin to Shanghai K58/55 uses two different numbers: In the Harbin-Tianjin section, the train runs toward Beijing, the train is known as K58, but in Tianjin-Shanghai section, the train is known as K55; the opposite train from Shanghai to Harbin is known as K56/57, while K56 is used from Shanghai to Tianjin and K57 is used from Tianjin to Harbin.
In Japan, railway directions are referred to as "up" (上り? nobori) and "down" (下り? kudari), and these terms are widely employed in timetables and station announcements for the travelling public. For JR Group trains, trains going towards the capital Tokyo are "up" trains, while those going away from the capital are "down" trains. For private railway operators, the designation of "up" or "down" (if at all) usually relies on where the company is headquartered as "up".
The railway systems in the Australian states have usually followed the practices of railways in the United Kingdom. Railway directions are usually described as up and down, with up being towards the major location in most states. The major location is usually the capital city of the particular state, so in the state of New South Wales trains running away from its capital Sydney are down trains, while in Victoria trains running away from its capital Melbourne are down trains. An interstate train traveling from Sydney to Melbourne would be a down train until it crosses the state border at Albury where it changes its classification to an up train. In states that follow this practice, exceptions do exist for individual lines. In the state of Queensland, up and down directions are individually defined for each line. So a train heading towards the main railway station in the capital Brisbane (Roma Street station) would be classified as an up train on some lines but as a down train on other lines.
Inbound and outbound
In many commuter rail and rapid transit services in the United States, the rail directions are related to the location of the city center. The term inbound is used for the direction leading in toward the city center and outbound is used for the opposite direction leading out of the city center.
City name directions
Some British rail directions commonly used are London and Country. The London end of a station is the end where trains to London depart. The country end is the opposite end, where trains to the country depart. This usage is problematic where more than one route to London exists (e.g. at Exeter St Davids).
Even and odd
In France, railway directions are usually described as Pair and Impair (meaning Even and Odd), corresponding to Up and Down in the British system. Pair means heading toward Paris, and Impair means heading away from Paris. This convention is applied not only to the trains and the tracks, but also to items of lineside equipment. Pair is also quasi-homophonic with Paris, so direction P is equivalent either with direction Pair or with direction Paris.
A similar system is in use in Italy, where directions can be Pari or Dispari (Even and Odd respectively). Pari (Even) trains conventionally travel northand west-bound. The city of Paris is referenced in colloquial use (Parigi in Italian), with Pari trains virtually leading towards it (Paris being in a north-western direction from any point in Italy).
In double track loop lines – such as those encircling a city – the tracks, trains and trackside equipment can be identified by their relative distance from the center of the loop. Inner refers to the track and its trains that are closer to the geographic center. Outer refers to the track and its trains that are furthermost from the geographic center. One example is the City Circle line in the Sydney Trains system.
For circle routes, the directions may indicate clockwise or counterclockwise (anti-clockwise) bound trains. For example, on the Circle line of London Underground or the loop of the Central line, the directions are often referred to as "inner rail" (anti-clockwise) or "outer rail" (clockwise).
The same practice is used for circle routes in Japan, such as the Yamanote Line in Tokyo and the Osaka Loop Line, where directions are usually referred to as "outer" (外回り? soto-mawari) and "inner" (内回り? uchi-mawari), in a system where trains go clockwise on the outer track and counter-clockwise on the inner track.
Most railroads in the United States use nominal cardinal directions for the directions of their lines, which often differ from actual compass directions. These directions are often referred to as "railroad" north, south, east, or west, to avoid confusion with the compass directions.
Typically an entire railroad system (the lines of a railroad or a related group of railroads) will describe all of its lines by only two directions, either east and west, or north and south. This greatly reduces the possibility of misunderstanding the direction in which a train is travelling as it traverses lines which may twist and turn or even reverse direction for a distance. These directions also have significance in resolving conflicts between trains running in opposite directions. For example, many railroads specify that trains of equal class running to the east are superior to those running west. This means that, if two trains are approaching a passing siding on a single-track line, the inferior westbound train must "take the siding" and wait there for the superior eastbound train to pass.
In the United States, most railroads use "east and west", and it is unusual for a railroad to designate "north and south" (the New York City Subway and the Washington Metro are rare examples). Even-numbered trains (superior) travel east (or north). Odd-numbered trains (inferior) travel west (or south). An easy way to remember this: "ODD trains go to San Francisco (west). VERY ODD trains go to Los Angeles (south)".
Other names for north and south
In New York City, the terms uptown and downtown are used in the subway to refer to northbound and southbound respectively. The nominal railroad direction is determined by how the line will travel when it enters Manhattan.
In Hong Kong practice, the up track refers to northbound, and the down track refers to southbound. This old practice on the British Section of the Kowloon-Canton Railway, now called the East Rail, is followed on the West Rail. In other words, trains towards the city center of Kowloon is the "down" direction instead of the "up direction ". "Northbound" and "southbound" are, nonetheless, more commonly used. On the original metro network of the MTR, platforms for the general direction towards the depot are numbered with odd numbers, whereas platforms for the opposite direction are numbered with even numbers. Depots are usually located on or near the end of MTR lines. Exceptions are stations that are located further than the depot, such as the stations of Ngau Tau Kok and Kwun Tong on the Kwun Tong Line.
For railways


Main Content
Double Lane Change
Double lane change 3D environment
The Double Lane Change scene is a 3D environment of a straight road containing cones, traffic signs, and barrels. The cones are set up for a vehicle to perform a double lane change maneuver. The scene is rendered using the Unreal Engine® from Epic Games®.
To simulate a driving algorithm in this scene:
 3. Set the enabled Scene name parameter to Double lane change.
Explore Double Lane Change Scene
Explore the 3D Double Lane Change scene and inspect its dimensions by using a corresponding 2D top-view image of the scene.
Load the 2D spatial referencing object that corresponds to the scene. This imref2d (Image Processing Toolbox) object describes the relationship between the pixels in the image and the world coordinates of the scene.
data = load('sim3d_SpatialReferences.mat');
spatialRef = data.spatialReference.DoubleLaneChange
spatialRef =
 imref2d with properties:
 XWorldLimits: [-_PHONE_ _PHONE_]
 YWorldLimits: [-_PHONE_ _PHONE_]
 ImageSize: [4845 4845]
 PixelExtentInWorldX: 0.1886
 PixelExtentInWorldY: 0.1886
 ImageExtentInWorldX: _PHONE_
 ImageExtentInWorldY: _PHONE_
 XIntrinsicLimits: [0.5000 4.8455e+03]
 YIntrinsicLimits: [0.5000 4.8455e+03]
The image displays only the area of the scene containing the parking lot. The full scene has a length and width of 2016 meters.
fileName ='sim3d_DoubleLaneChange.jpg';
I = imshow(fileName,spatialRef);
xlabel('X (m)')
ylabel('Y (m)')
Zoom in on the origin of the scene. Place a marker at the origin. If you place a vehicle at the scene origin and set the vehicle's yaw angle to 0, the traffic cones for performing the double lane change maneuver are directly in front of the vehicle.
xlim([-100 100])
ylim([-100 100])
hold on
offset = 3; % px
hold off


text:
Users may notice that phone numbers and email addresses are missing from the Raiser's Edge Mobile App when viewing a constituent record. When viewing the same constituent record in the database the phone numbers and email addresses are listed.
We are currently evaluating this issue and will update this article when we have more information
Steps to Duplicate
1. Log into the Raiser's Edge Mobile App 2. Select Menu (three horizontal lines) 3. Select Search 4. Enter Constituent Name 5. Click Search button on phone (Magnifying Glass) 6. Click on Constituent Name 7. No Phone Numbers or Email Address listed


In the everyday work of a designer, it often happens that you have tight deadlines, unexpected and immediate changes, requests for drawings to be delivered "on the fly", etc. Sometimes a tool would be needed to speed up, at least, what a computer could do on its own. And this is precisely the task for which TIS deals.
Cloning allows you to instantly generate a copy of the component you clicked on, complete with the 2D drawing already associated. Which normally should happen with a complicated sequence of clicks / open /close/save operations.
In addition, entire assemblies can be managed, automatically cloning all the specified dependencies.
The convert function allows you to export all the formats you need with just one click. All required parts, assemblies and subassemblies will be opened and converted automatically.
This module allows you to open and / or print independently all the drawings contained in the selected assembly. Depending on the sheet format it will also be possible to choose the target printer.
This function allows you to export particular properties of the components of the assembly (for example name, description, material, etc.). A summary BOM can also be generated with the count of all the pieces.
It is particularly useful / indispensable for interchange with a management program.
Copy And Go
The innovative "Copy And Go" function allows you to prepare a folder containing all the files of the assembly, ready to be sent to the customer or to the suppliers. Unlike other existing systems, package preparation is very fast, even with large assemblies.
The original folder hierarchies can also be recreated to leave files organized as they were originally.


Lavinia Fisher
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Lavinia Fisher
Born 1793
Charleston, South Carolina[citation needed]
Died February 18, 1820(1820-02-18)
Old City Jail, Charleston, South Carolina
Cause of death Execution
Criminal penalty Death by hanging
Victims Dave Ross (escaped), John Peeples (escaped), unidentified other murder victims
Country United States
Lavinia Fisher (1793 – February 18, 1820) is reported by some legends to have been the first female serial killer in the United States of America.[1] Her origins are unknown[citation needed]; however, Fisher resided in the United States for much of her life. She was married to John Fisher, and both were convicted of highway robbery—a capital offense at the time—not murder. Historians have begun to question the veracity of the traditional legend and some assert that Lavinia Fisher never killed anyone. Some, however, believe she would kill her victims by crushing their heads between her legs.[citation needed] She was however an active member of a large gang of highwaymen who operated out of two houses in the backcountry near Charleston, the Five Mile House and the Six Mile House. It is not clear whether the Six Mile House was a hotel,[citation needed] but it did serve as a hideout for a number of outlaws.
It is often claimed[citation needed] that Mary Surratt was the first woman to be hanged in the United States, but Lavinia was hanged 40 years earlier.
Fisher and her husband resided in Charleston, South Carolina for most of their lives. Together, they owned an inn, the Six Mile Wayfarer House,[2] which they managed in the early 19th century. The hotel was located six miles north of Charleston, South Carolina, hence the name. During their time there, reports were made to the local sheriff about guests disappearing. Due to lack of evidence, and the popularity of the couple with many locals, these complaints came to nothing.
Alleged crimes[edit]
Lavinia Fisher would invite lone travelers into the Six Mile Wayfarer House to dinner and ask them questions about their occupations, trying to determine if they had money. She would send them up to their rooms with a cup of poisoned tea. Once the men drank their tea and went to bed, her husband would go to the room to make sure they were dead by stabbing them.
Another version of the legend was that the tea would only put the men to sleep for a few hours. Then, when they were almost asleep, Lavinia would pull a lever and the bed would collapse and drop the victim into a pit.[2] Some believed that there were spikes waiting at the bottom of the pit.
Much of what actually occurred in the alleged murders at the hands of John and Lavinia Fisher has become wildly exaggerated through time, so factual details are hard to find. However, contemporary news accounts in the Charleston Post and Courier, claimed that a vigilante gang went to the Fishers' neighborhood in February 1819 to stop the purported 'gang activities' that were occurring there. Satisfied that they had accomplished their task, the group returned to Charleston, but left a young man by the name of David Ross to stand watch in the area.
Early the next day, Ross was attacked by two men and dragged before the gang that had terrorized the region. Among them was Lavinia Fisher, to whom he looked for help. However, rather than help him, she choked him and then smashed his head through a window. Ross managed to escape and immediately alerted authorities.[3]
Immediately following this incident, another traveler named John Peeples asked if there were any vacancies; Lavinia replied that there was unfortunately no room, but he was welcome to come inside and rest and have some tea. John happened to hate tea, and not wanting to seem rude, he dumped it when she wasn't looking. She interrogated him for hours and eventually said she discovered that in fact, they did have a room. He then went to bed. He had felt suspicious about the interrogation and was worried about being robbed, so he decided to sleep in the wooden chair by the door. In the middle of the night, he awoke to the loud sound of the bed collapsing and discovered the Fishers' plan. He jumped out the window and rode to Charleston to alert the authorities.
Based on these two accounts, the assailants were finally identified by name, something that law enforcement had previously lacked. Police were immediately dispatched to the location and during the ensuing investigation Lavinia and John were located, along with two other gang members. John Fisher surrendered the group in an effort to protect his wife and shield her from possible gunfire. Later, during interrogation, he again attempted to protect Lavinia by giving the identities of all involved in the gang.
Trial and execution[edit]
Nearly a full year elapsed between the time of their arrest and their execution. At their arraignment the Fishers pleaded not guilty but were ordered to be held in jail until their trial, which would take place in May, while their co-conspirators were released on bail. At their trial the jury rejected their pleas of innocence and found them guilty of highway robbery, a capital offense. However, the judge allowed an appeal and they were given a reprieve until the January session of the court.
During this time the Fishers occupied themselves with plans to escape, as they were housed together at the Charleston, South Carolina jail (the "Old City Jail")[4] in a 6x8 cell and not heavily guarded. On September 13 they put their plans into action and began their escape. Things did not go as planned as the rope they had made from prison linens broke, leaving Lavinia trapped in the cell and John set free. He was unwilling to continue the escape plan and was recaptured. The two were then kept under much tighter security.
The Constitutional court rejected their appeals and on February 4, 1820 both were sentenced to be hanged.[5] Awaiting execution, John accepted the counsel of the Reverend Richard Furman, a local minister, but Lavinia became even more vitriolic. She also argued to the judge that they could not hang a married woman, so they hanged John the day before her execution.
On the gallows in front of the Old City Jail before John Fisher's execution, Rev. Furman read aloud a letter John had composed, which stated that since he had become a Christian he could not be executed with a lie held to his account. Therefore he insisted on his innocence and asked mercy on those who had done him wrong in the judicial process. After the minister read the letter, Fisher then began to plead his case before the gathered crowd of some 2,000. He then seemingly contradicted himself by asking for their forgiveness.
The next day, Lavinia Fisher was hanged. According to locals, moments before her execution she addressed the crowd, saying, "If any of you have a message for the devil, tell me now—for I will be seeing him soon," or "If any of you have a message for the devil, say it now for I shall see him in a moment," and then she jumped off the stage and hanged herself.[2]
Lavinia was buried in a Potter's Field near the Old City Jail. Claims of her burial at 150 Meeting Street (The Circular Congregational Church) or at 4 Archdale Street (The Unitarian Church) appear to have been fictions promoted by tour guides.
 1. ^ Petro, Pamela (2002). Sitting Up With the Dead: A Storied Journey Through the American South. New York, New York: Arcade Books. p. 205. ISBN 1-55970-612-0.
 2. ^ a b c Mendoza, Patrick (1999). Extraordinary people in extraordinary times: heroes, sheroes, and villains. Libraries Unlimited. pp. 93–96. ISBN 1-56308-611-5.
 3. ^ Hendrix, Pat (2006). Murder and Mayhem in the Holy City. Charleston, South Carolina: The History Press. p. 29. ISBN 1-59629-162-1.
 4. ^ Hendrix, Pat; Hendrix, Toni; Spires, Heather; Corbett, Judy (2006). Murder and Mayhem in the Holy City. The History Press. p. 27. ISBN 1-59629-162-1.
 5. ^ Phillips, G. (January 17, 2002). "Charlestons Past". The Post and Courier (Charleston, SC). p. 2ZB. Retrieved 2011-03-06.


text:
THEORIES OF COUNSELING
Increases student knowledge of a variety of counseling theories, theorists, and techniques from both a historical and contemporary viewpoint. Students will explore the practical application and appropriate uses of these theories in the human services system.
- Accurately identify and describe the major theories of personality.
- Identify and apply practical applications of theory, ethical use and ethical dilemmas of specific techniques within social service populations.
- Accurately identify the stages of the counseling process and counseling methods and modalities.
- Define multi-cultural and demonstrate an understanding of applying counseling techniques amongst diverse populations
- Participate in mock counseling sessions and apply skill set/knowledge from lectures.


text:
- Special Sections
- Public Notices
Why are scales so much harder to treat than other insects? It's because many of them cover themselves with a protective waxy coating.
Indian Wax Scales illustrate this topic very well. They are easy to identify because they look like chewed gum and are usually found on the stems of plants like gardenia, magnolia and holly. Scale insects feed on leaves or branches of many ornamental plants grown in landscapes and nurseries. Adult females are red and covered with bright, white gummy wax.
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Click the question mark below to see where your account ID appears on your mailing label.
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text: When the scientists combined the light from two 8-meters telescopes with MIDI, they could simulate the resolving power of a telescope with a diameter of about 100 meters. These observations gave a "visibility function," which measures how resolved a source is: A visibility of 1 happens when a source is completely unresolved while lower visibilities indicate increased resolution. For HD 69830, the scientists did not resolve the star itself, but did resolve the dust emission, as the visibility clearly does not match the pattern of an unresolved source (dashed blue line). The levels of dust emission vary in the wavelength range covered in the observation (8-13 microns, a region of the mid-infrared spectral range), and this variation can also be seen in the visibility function. These results show that the dust lies between 4.7 and 224 million miles (7.5 and 360 million km) from the star (0.05 to 3 times the Earth-Sun distance).


A nio service uses data from sensors in the soil in combination with the farmer's observations to autonomously control the vineyard pump and valves, delivering the optimal water flow to each vine.
Monitor, control, automate
nio allows you to use real-time data from the farm to build intelligent logic that turns a reactive, manual farming operation into a proactive, automated example of precision agriculture.
Distribute computing
nio enables logic to live wherever it makes sense within the farm's system–whether that is at the plants, the pump house, or anywhere between–to reduce overall network traffic and protect critical operations from outages.
Interoperable and asynchronous
nio's block framework allows you to connect to any sensor and listen to the real-time needs of the farm ranging from the soil and plants to the weather and infrastructure.
Every thing and every one is a signal
nio allows the most important signal producers, the farmers, to integrate their observations and generational knowledge into the overall system, allowing humans and machines to seamlessly work together to achieve optimal results.
want to see for yourself? watch this video
how we built our autonomous irrigation
Let's take a closer look at one of the many applications of nio at the vineyard: how the system intelligently irrigates the vineyard based on individual requests from the vines.
Probe/XBee service
A nio service listens to the soil moisture in each watering zone. Every 6 minutes, the data generated from sensors at various depths are transmitted via the XBee communication protocol.
A subscriber block subscribes to sensor data produced by the previous service.
User command service
A nio service listens to and publishes commands each time the farmer enters requirements via the user interface, including the desired root zones and high-low soil moisture thresholds for each zone.
A subscriber block subscribes to the farmer's commands from the previous service.
Append state
An append state block combines the farmer's instructions with the sensor data for each watering zone to create a new, unique data stream.
Three look-up blocks attach important historical soil data to this new stream of merged data, enriching the previous data stream even further.
A modifier block transforms the data stream into the desired format that works seamlessly within the irrigation algorithm.
Irrigation model
A custom block containing a user-defined irrigation algorithm receives the formatted data stream and processes a series of real-time calculations.
These blocks calculate key irrigation variables for each root zone including saturation and maximum effective root depth.
The block also makes recommendations for the irrigation volume and schedule for each vine.
A modifier block transforms the data stream into the desired format to be published to the irrigation service.
A publisher block publishes the data to two places: a database that is referenced and displayed by the UI, and an irrigation service that subscribes to and acts upon its outputs service.
Vineyard (control) at your fingertips
A nio service uses the irrigation model outputs to autonomously control the vineyard pump and valves, delivering the optimal irrigation flow.
The user interface displays the data from the irrigation model to provide the farmers with real-time insight into their vines, enabling them to make intelligent recommendations for resource delivery.
Still have questions? Check out our ag FAQ
Improved crops
Quality is everything in viticulture. Unlocked information allows the farmer to optimize resource delivery and production strategy, dramatically increasing the quality of their grapes.
Fewer resources
Water. Chemicals. Labor. nio deploys each of these vital resources at the right time, in the right place, and in the precise amount, reducing use by up to 40%.
Decreased costs
Farming margins continue to decline. Remote control of routine operations and predictive maintenance eliminate several common farming expenses, reducing costs by up to 25%.
Peace of mind
There's too much data for any farmer to effectively manage. Whether it's disease, pests, weather, water, chemicals, or anything else that keeps farmers up at night, nio can efficiently monitor and react to it all with autonomy and intelligence.
- Phil Asmundson
of Deep Sky Vineyard
nio provides a platform for seamlessly integrating data from diverse sensors into a single decision center. By dynamically considering current weather conditions, forecasts, soil moisture, in canopy conditions and irrigation events, we're able to improve the quality of our grapes while decreasing our water usage by up to 40%.


text:
Estimated Time Until Zero Stock Explained
One of the most popular methods of calculating when you should order is the estimated time until zero stock method. Simply keep your estimated time until zero stock number above your lead time and you're in the safe zone. If it approaches or goes below, then you are running the risk of a stock outage.
It's important to note that it is a primitive method of inventory management and doesn't account well for unexpected spikes in sales.
There are two methods through which you can see the estimated time until zero stock.
- Select "Dashboard" and scroll down until you see SKUs – you can sort them by fastest or slowest moving, and you can see whether a reorder is recommended.
- Select "Reorder Point". Use the "Column" button to activate and deactivate filters – select the "Estimated Time until Zero Stock" filter, and optionally the "Reorder" filter to let the app show you which SKUs you need to reorder.


text:
- Iran Nameh
- Oral History
- Women's Center
- About Us
Reflections on Contemporary Literature in Afghanistan
Three external sources have informed the Contemporary literature of Afghanistan. The first has been the Russian and later Soviet literature and cultural, particularly 19th century literature represented by the likes of Tolstoy, Pushkin, Gorky, and Chekov. Next to French literary figures, the classic Russian writers had the deepest have had the deepest influence on Afghanistan's novelists. Furthermore, the post-revolutionary Russian writers also have had considerable impact on the style of the left leaning and Marxist Afghan literary figures. The influence of Iranian literature on Afghan poets and storywriters can not be underestimated. In particular, the Iranian writers and novelists with leftist tendencies or who were sympathetic to the Tudeh party, such as Abolqasem Lahouti, Ahmad Shamlu, Farokhi Yazdi, had considerable influence on Afghanistan's leftist literary figures. Finally, the impact of European literature, specially French and German writers, on contemporary Afghan literary figures began from the second decade of the twentieth century. The American literary influence, however, is of recent origin.
Short stories, novels, plays and prose poetry were all western literary genres adopted by Afghan writers and poems. With the spread of European literature in Afghanistan, either directly from Europe or through translated works from Iran, traditional Afghan literature, particularly poetry, gradually gave way to modern versions. A new wave of modern Afghan writers and poets blazed, at times fearlessly, new literary trails. The gate to modernity was further widened with the increase in the number of Afghan students in both western and communist countries. A gradual rush to translate modern literary works also contributed to the growing familiarity of Afghan writers and poets with various components of modernity in western literature.


One key skill in writing code is the ability to use comments. Comments are usually used to leave notes about the function of the code. However, they can also be used to disable parts of the code.
This guide will show you how to use comments in Python effectively.
Tutorial on how to use comments in Python.
 - A working Python programming environment
 - The ability to create and edit Python files
Python Comment Basics
To mark a line as a comment, start the line with a hash sign and a space:
# This is a sample comment.
Using the hash sign to start the line tells the system to ignore everything on that line. You can still see it when you edit the file. When the application runs, it pretends like those lines don't exist.
For example, in the Hello World program below:
# Display the text "Hello, World!" on the screen.
print("Hello, World!")
adding a comment to python script
The system will only run the code on the second line. The first line explains what the second line of code is supposed to do.
You can set any line as a comment, and use as many as you'd like. If your code has different blocks, you can use a comment to explain each one:
# Define a variable flowers as a list of strings.
flowers = ['rose', 'carnation', 'daisy', 'marigold', 'tulip', 'sunflower']
# Create a for loop to iterate through flowers list, and displays each string item.
for flower in flowers:
how to add multiple comments in python
Block Comments
To mark a series of lines as a comment, add a hash sign to the beginning of each line:
# This is a comment
# that runs on to
# multiple lines.
Some text or code editors for programming (like Notepad++ or Atom) will allow you to highlight the text, then mouse-click to mark the block as a comment. These tools can save you time commenting out each line.
Multi-Line Commenting
In general, you should use the hash sign for each line to mark it as a comment. This is the recommended and approved method. However, you may need a quick way to comment out a whole section. Use a triple-quote mark to achieve a similar function as a comment:
def addition_test(a, b):
 result = a + b
 This is a block
 of commented lines.
 They aren't parsed and interpreted by the compiler.
return result
how to have multi-line comments in python
Note: It is important that you correctly indent the triple-quote mark. If you don't, you will see a syntax error.
This method doesn't create a true comment. Instead, it creates a text constant with no function. As long as you don't add anything that accesses that string of text, it will work the same as a regular comment.
The triple-quotation mark can be tricky, because in some circumstances it creates a docstring. If you use a triple-quote following:
 - A function signature
 - A class definition
 - At the start of a module
…Python will read it as a dosctring. Docstrings let you put human-readable text into the project. This is usually used to create documentation that's part of the application and can be accessed at runtime.
Inline Comments
This is where you comment on the same line as a piece of code. The best time to use this is when you're explaining a complicated operation. Use an inline comment to point out the exact spot you want to clarify.
Use the standard hash sign to signify an inline comment:
 set variable
 run command
 run additional command # Tricky part: The program breaks if this line is removed.
Inline comments can be used to add context for people who are reading the code. For example, you might explain the purpose of a variable, or leave a note about the type of variable created. It can also be helpful to explain why a particular command is used, as in the example above.
comment on the same line as a piece of code
Commenting Out Code for Testing
Because comments render text invisible to the parser, you can use them to disable commands. This lets you test segments of your code with and without new additions.
For example, look at this simple dice rolling program:
import random
min = 1
max = 6
roll_again = "yes"
 print "Rolling the dice..."
 print "The values are...."
 print random.randint(min, max)
 print random.randint(min, max)
# Add two random numbers together for a sum
# while roll_again == "yes" or roll_again == "y":
 # print "Rolling the dice…"
 # print "You rolled a "
 # print random.randint(min,max) + random.randint(min, max)
 roll_again = raw_input("Roll the dice again?")
The section that's commented out is unused. Remove the hash sign to enable the code to test it.
Commenting Best Practices in Python
 - Comment at the same indentation as the code you're referring to. This makes it easier to see what you're referring to.
 - Update your comments when you update your code. Incorrect comments are worse than no comments.
 - Use complete sentences. Capitalize appropriate words, unless you're referring to an identifier (like a variable). Never change the case of an identifier.
 - Block comments should be written out in complete sentences, with periods. Aim for 80 words per line or less.
 - If you have multiple sentences in a comment, use a double-space between sentences.
 - Write comments in English.
 - For a block comment with multiple paragraphs, add a blank line between paragraphs with a single comment tag preceding a blank line.
 - For inline comments, leave at least two spaces between the code and the comment. Use inline comments sparingly, and avoid using them to state the obvious.
You should now understand how (and why) to make comments in the Python language.
Next you should also read


text:
Alexander Hamilton was indeed an American significant figure who contributed greatly to the United States however; his transition from his rough childhood to his dignified adulthood ultimately portrays Hamilton as a more profound significant character. Alexander Hamilton was born on January 11, 1755 on the Caribbean island of Nevis ("Alexander Hamilton",Wagner, Christopher). His parents were James Hilton, an unsuccessful businessman, and Rachael Fawcette Lavien ("Alexander Hamilton",Wagner, Christopher ). Alexander was of illegal birth because his mother who was divorced from her first husband John Michael Lavien on June 25, 1759 was forbidden to remarry under Danish Law("Alexander Hamilton",Wagner, Christopher ). In 1765, the family moved to St. Croix, Virgin Islands in hope of a better life. Soon after, when Alexander was nine his father abandoned his family. Rachel supported herself and her two boys by opening a store in which Alexander became a part time clerk ("Alexander Hamilton",Wagner, Christopher ). It is here that Alexander began to learn about finance on a small scale foreshadowing his future life in economics. Soon thereafter at the age of eleven, his mother died in 1768 of Yellow fever("Alexander Hamilton",Wagner, Christopher ). Alexander and his brother then went to go live with his mother's cousin, Peter Lytton who accepted guardianship for them for one year, until he become too distraught over the death of his wife and committed suicide("Alexander Hamilton"). Now Alexander and his brother,... [continues]
Cite This Essay
(2006, 01). Alexander Hamilton Summary 14. StudyMode.com. Retrieved 01, 2006, from _URL_
"Alexander Hamilton Summary 14" StudyMode.com. 01 2006. 01 2006 .
"Alexander Hamilton Summary 14." StudyMode.com. 01, 2006. Accessed 01, 2006. _URL_


text:
Engineering in K-12 classrooms has been receiving expanding emphasis in the United States. The integration of science, mathematics, and engineering is a benefit and goal of K-12 engineering; however, current empirical research on the efficacy of K-12 science, mathematics, and engineering integration is limited. This study adds to this growing field, using discourse analysis techniques to examine whether and why students integrate math and science concepts into their engineering design work. The study focuses on student work during a unit from a high school engineering course. Video data were collected during the unit and were used to identify episodes of students discussing math and science concepts. Using discourse analysis, the authors found that students successfully applied math and science concepts to their engineering design work without teacher prompting when the concepts were familiar. However, explicit teacher prompting and instruction regarding the integration of less familiar concepts did not seem to facilitate student use of those concepts. Possible explanations and implications are discussed.
Valtorta, Clara G. and Berland, Leema K.
"Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study,"
Journal of Pre-College Engineering Education Research (J-PEER):
1, Article 3.


text:
This method of mixing saltwater is fairly simple yet there are many different ways to go about mixing depending on what tools you have available to you.
1Fill a clean container with Reverse Osmosis or Distilled water. Plastic storage bins or plastic garbage cans are relatively inexpensive and work well.Ad
2Use a heater appropriately sized for the quantity of water you are mixing. Specific gravity or salinity measurements are temperature dependant. Pre-heating the new water to the same temperature as your aquarium will give you the most consistent salinity.
3You can use a powerhead or air pump/stone to help stir and aerate the water.
4Add some salt mix to the water. Follow the directions on the salt manufacturers packaging. If no directions are available, the general rule of thumb is 1/2cup of salt mix for every gallon of water.
5Use a refractometer, hygrometer, or salinity probe to obtain a specific gravity ideally between 1.021 and 1.025.
6Let the salt water mix stir or aerate overnight. Leave your powerhead and heater on during this time.
7Double check the water's temperature and specific gravity. If everything is satisfactory, your salt water mix is now ready to use.Ad
We could really use your help!
- Mix your salt water to a specific gravity of 1.021. Let the salt mix stabilize and stir over night. Then adjust your salinity to your desired level.
- You may lose some salt due to salt creep over an extended period of time. You may need to adjust you salt levels to compensate.
- Adding salt water at a different temperature than your aquarium will cause a change in temperature for your aquarium.
- Salt does not evaporate. Replace your daily evaporated water with clean R/O or distilled water.
- Do not drink the water.
Things You'll Need
- Reverse Osmosis water or Distilled Water
- Commercially available sea salt mix.
- Clean container. (Plastic storage bins or garbage cans work well)
- A measuring cup
- Hydrometer, refractometer, or salinity probe
- Stirring device (use a plastic stirring spoon or a power-head)
- Aquarium Heater
Recent edits by: Rock20000, Niu, Danny Day
In other languages:
Deutsch: Wie man Salzwasser für ein Aquarium mischt, Español: Cómo mezclar agua salada para un acuario, Português: Como Misturar Água e Sal para um Aquário, Italiano: Come Mescolare l'Acqua Salata per un Acquario, Русский: смешать морскую воду для аквариума
Thanks to all authors for creating a page that has been read 82,528 times.


General Question
ah020387's avatar
What does Criteria mean in this sentence?
Asked by ah020387 (49 points ) November 21st, 2010
What does 'criteria' mean in the following sentence: Cyclone is a weather system that fits all the criteria for a hurricane
Observing members: 0 Composing members: 0
7 Answers
jazzjeppe's avatar
Basically means that it might as well be called a hurricane? I guess?
jaytkay's avatar
Hi, _USER_. Welcome to Fluther!
Criteria is the plural of criterion.
Criterion: a characterizing mark or trait
So in that sentence, it means cyclones are hurricanes. They have all the traits of hurricanes.
Jeruba's avatar
This would mean that there are several defining characteristics of a hurricane—tests or questions that determine if it's a real hurricane. Those characteristics are criteria. (One of them is a criterion.) The sentence says that a cyclone meets those tests, and the implication is that it can therefore be called a hurricane.
laureth's avatar
If you made a checklist of all the things that a hurricane needs to be a hurricane, and then looked at the qualities of a cyclone and checked them off on that list, all the little ticky boxes would be duly ticked.
Seelix's avatar
My first thought when I read your sentence was "requirements".
lillycoyote's avatar
Not to get all pedantic here, or off the subject of what "criteria" means, and I don't want to confuse things but, where did this sentence come from? I ask because I think it's misleading, if not actually pretty much wrong; it's really the kind of the other way around in terms of what defines a cyclone v.s. a hurricane; what the criteria are for defining a hurricane as opposed to some other type of cyclone.
A cyclone is the overarching term for a particular kind of storm; hurricane is the term used for a particular kind cyclone, for a particular kind of tropical cyclone, as a matter of fact... the term hurricane "is used for Northern Hemisphere tropical cyclones east of the International Dateline to the Greenwich Meridian."
The above quote comes from the glossary provided by the National Hurricane Center
More than you wanted to know, I imagine, but if that sentence came from a text book or a published article, or from anywhere, really, it bothers me that it's innacurate; at least according to my knowledge and understanding of cyclones and hurricanes.
CyanoticWasp's avatar
You beat me to it, _USER_. Hurricanes are a subset of all cyclones, in the primary meaning of the word (according to Merriam-Webster) meaning "a storm system rotating about a center, advancing at a certain speed and capable of bringing heavy rain". But not all cyclones are hurricanes, because hurricanes have a minimum wind speed of 75 mph, and not all cyclones have that.
The word "cyclone" has several meanings, one of which is more or less synonymous with "tornado", but a tornado does not fit one of the major criteria for hurricanes, namely "size".
The word "criteria" has been defined well, but the example sentence has problems of its own.
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text:
Despite the extensive research into learning that has occurred during the last two centuries, many educators and learning designers often fail to make practical use of learning theories. This is a shame, because learning theories are like tools that can help unlock a whole range of barriers to learning. Given the turmoil that the Covid pandemic has brought to the higher education sector, learning theories provide a valuable way of illuminating the path into the near future of creative education.
PUBLISHED ON 30th August 2021 | Photo by Malcolm Lightbody on Unsplash
With this in mind, Team Jasmine's research focused on approaches to blended learning across the HE sector in the U.K and Sweden. Their research was based on a qualitative study of six interviewees, and was supported by a literature review into relevant learning theories with a focus on constructivism. Results showed a shift to blended learning in the context of the pandemic with a focus on constructivist pedagogy and an understanding of the value of communities of practice.
Team Jasmine: Vangelis Katsinas, Jing Guo, Al Page, Ioanna Karavela, Angeliki Tevekeli and Ruth Lawrenson
By interpreting the impact of teaching online on creative disciplines using a range of learning theories, team Jasmine were able to provide a series of informed insights regarding the impact of blended learning on creative disciplines. There were:
- Blended learning is a combination of on-campus and online learning. Most HEIs agree that education can benefit from this combination, compared to strict on-campus learning.
- Virtual learning environments (VLEs) are significantly different to classrooms and need to be designed in a different way to facilitate learning.
- Signature pedagogies need to be reformed for more effective blended learning.
- Based on Rogers' facilitation theory, it is important that instructors empathise with their students.
- To show care, acceptance and trust. To understand students' perspective and prize students' capacity and abilities as human beings (Learning-theories.org, 2011).
- Being 'real' as instructors and encourage authenticity from our students can be proven very important in blended learning. 'Realness' can help build a stronger learning community.
- According to Vygotsky and the social constructivists, social interaction is crucial in developing skills and acquiring new knowledge. Blended learning can benefit from learning activities that promote interactivity (Lynch, 2016).
- To further develop their skills, students can learn from a more capable peer or from their instructor, Vygotsky theorised this as the more knowledgeable other (Vygotsky, 1978: 86).
- Blended learning is based to a great extent on a learning community, in which all participants feel valued members. In such a community students develop interpersonal relationships, and construct knowledge through reflection and discussion.
Key findings from their study included:
- The use of break-out rooms encourage inlude and support student participation and engagement in small groups cultivating positive communities of practice and peer-to-peer learning; creating space for Vygotsky's (1978) "more knowledgeable other."
- Communities of practice are an integral part of student learning. In the research there was a consensus that digital tutorials were found to be an advantageous strategy allowing students to easily share work using technology, and tutors were able to facilitate the learning. This was particularly effective during the pandemic for international students in building a supportive teacher to student relationship.
In their conclusion, Team Jasmine suggest that further work is required to evaluate the impact of learning online on the signature pedagogies in creative disciplines. It is also important to continue to learn more about the many and varied issues that learning online can present for some students.
Encouragingly, their research suggests that even though much of the learning theories canon was written before the current digital landscape was populated by educators and students, they offer fundamentally valuable means of understanding how students and teachers interact. By applying theories of learning to the pandemic, we can begin to facilitate rich and meaningful learning experiences for the students, online, offline and both at the same time.
Wenger-Trayner, E., & Wenger-Trayner, B. (2021, June 1) Introduction to
communities of practice. Accessed 9/6/2021.
Illeris, K. (ed. (2018) Contemporary theories of learning: learning theorists… in
their own words. London: Routledge.
Wenger, E. (2009) A social theory of learning. Contemporary Theories of
Learning-theories.org. (2011). instructional_design:facilitation_theory [Learning
Theories]. Accessed 10/06/2021.
Lynch, M. (2016). Social Constructivism in Education. The Edvocate. [online] The
Edvocate. Accessed 10/06/2021.
Vygotsky, L. S. (1978). Mind in Society: the Development of Higher Psychological
Processes. Cambridge, MA: Harvard University Press.
Hammond, J., & Gibbons, P. (2005). What is scaffolding? Teachers' Voices, 8,
Boelens, R., De Wever, B., & Voet, M. (2017). Four key challenges to the design
of blended learning: A systematic literature review. Educational Research
Review, 22(Supplement C), pp.1–18.
Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in
response to student diversity in higher education: Instructors' views and use
of differentiated instruction in blended learning. Computers & Education, 120,
Johnson, N. (2019). National survey of online and digital learning 2019 national
report. Digital Learning Research Association.
Lakhal, S., & Meyer, F. (2019). Blended learning. In A. Tatnall (Ed.),
Encyclopedia of Education and Information Technologies. Springer.


text:
Small Steps E-Learning (SSEL) method is better than any other teaching method or textbook currently available in the market. It can be used to self-teach diverse subjects such as math, science, business, and language.
Here is why SSL is better:
It provides better reinforcement:
With the usual textbook, you first study the explanation, which you may or may not understand thoroughly. Next, you apply what you have studied by doing one or two exercises—often with a feeling of uncertainty. Usually, it is not until the next hour or next day that you discover whether or not you did the exercises correctly. (Feeling of uncertainty is still there even if you are doing the whole exercise and self checking it by using the answer keys)
With SSEL, however, as soon as you move to the next step you find out whether your reasoning (or answer) was right. At this point something very important happens: the instant you find out that your reasoning (or answer) is right, all doubt disappears and the idea "takes root", so to speak, in your brain.
The psychologists call this reinforcement, and it is a most important factor in learning. The more quickly the reinforcement takes place after writing (or speaking) of your answer, the better you learn. (Even gap of more than few seconds can effect your reinforcement.)
It helps you finish any course faster:
With SSEL instruction, you can progress at your own best rate. Many students have completed entire courses in a fraction of the time required by the traditional textbook method and have demonstrated a better mastery of the subject matter. With SSL instruction, your mind is constantly in high gear.
You lose no time waiting for other students to recite, correcting other students' papers, or listening to a discussion of other students' mistakes. In the rapidly developing world of today, education is becoming a longer and longer road. The time you save by this new scientific method can be used for other important educational activities.
It helps you to get effective and faster help:
Should you, now and then, come up with a step that needs an explanation or difficult to understand, just take these simple steps: First, back track few steps and re-read them few times. If this doesn't solve the problem, then go over course forum and look for the solution there. Majority of the times, you will find your answer in the course forum. Finally, if you still can't find the right answer in the forum either, then, post your question into appropriate thread or start a new thread with the appropriate step number. This way, your assigned tutor / teacher or support staff (for the paid course) will know exactly where you need help and will reply to you within 24 hours. You will find more info on this in 'Support & Guideline' section of your course. If a student is taking this course in a live online or offline classroom environment, then, teacher conducting the class will able to reply immediately.