Optimize Volume Transfer Methods to Avoid Reagent Concentration Error
Laboratories utilizing liquid handling devices appreciate the efficiency benefits that these important instruments provide. Fast and repeatable volume transfers, however, do not always contribute to accurate assay results. Assays are dependent on reagent concentrations and reagent concentrations are volume-dependent. If a liquid handler is inaccurate in the volumes it dispenses, reagent concentrations can be very different in the reaction vessel when comparing theoretical and experimental concentration values. Undoubtedly, most liquid handlers can be highly precise, but some can also be very inaccurate when default methods/settings are employed. When errors are discovered a game of finger-pointing often occurs – is it the reagent kit? The robot? The tips? The method? The user?
This presentation highlights: (a) the importance in checking volume transfer accuracy for all pipettors associated with a specific assay using a standardized metric; (b) how reagent concentrations are critically affected by as much as 50% when as few as two successive volume transfer steps are inaccurate; and (c) how with simple tools/knowledge, liquid handlers and their associated methods can be quickly optimized to deliver accurate volumes to ensure proper reagent concentrations in a reaction vessel.
This presentation offers specific information for optimizing the pipetting accuracy for the Beckman Coulter Biomek series (FX, NX, and 3000), the Qiagen QIAgility, PerkinElmer Sciclone and a Thermo WellMate bulk dispenser. It is hoped the information provided will help users, programmers and overseers of automated liquid handlers to gain control of liquid handling QA & QC processes to help eliminate liquid handlers as sources of error.
Materials & Methods
All sample solutions were aqueous and all target volumes were measured with the MVS® Multichannel Verification System1. Additionally, only MVS Verification Plates were employed. The MVS was employed to show simple and quick optimization processes for four different liquid handlers. The details pertinent to each optimization process are included, whereas some of the experimental information (tip type, environmental conditions, etc.) are not discussed herein.
Experiment 1
A 1-tip Qiagen QIAgility liquid handler was optimized to wet dispense 2 µL into a 384-well plate by adjusting the p-value.
Experiment 2
An 8- channel Thermo WellMate dispenser was optimized to dispense 25 µL into a 96-well plate by adjusting the cartridge assembly's set screws.
Experiment 3
A 96-tip Beckman Coulter Biomek NXp was optimized for wet-dispensing three target volumes in a 96-well plate (2, 5 and 8 µL) by adjusting the scaling and offset factors as described in Beckman application note2.
Experiment 4
A 96-tip PerkinElmer (Caliper) Sciclone was optimized to dispense 10 µL into a 96-well plate by sequentially adjusting pipetting variables3.
Experiment 1 – Optimizing a Qiagen QIAgility
One can optimize volume transfer of a QIAgility by adjusting the p-value, which changes the amount of liquid pipetted by approximately 0.04 µL/step. Without a "measurement stick" for determining volume transferred to a vessel, however, one cannot make p-value adjustments to improve accuracy. The process for optimizing accuracy is quite simple: (1) perform "as found" testing; (2) determine the volume difference for measured vs. desired; (3) convert the volume difference to p-value steps; (4) add/subtract steps to/from current p-value; (5) re-test with new p-value. In the data presented here, the pre-optimized mean volume was 0.168 µL higher than the desired target of 2 µL (Figure 1). The p-value was decreased by 4.2 steps to 71.16 ([0.168 µL] / [0.04 µL/step] = 4.2) and the 2-µL target was retested and optimized in one simple experiment.
Figure 1. (left) Tweaking the p-value once for the 2-µL dispense improved the relative inaccuracy from 8.4% to 1.25%. (right) Image of Qiagen QIAgility from _URL_.
Experiment 2 – Optimizing a Bulk Dispenser
The volume transfer performance of an 8-tip Thermo WellMate, fitted with a standard bore cartridge, was monitored at 25 µL. Interestingly, though the target volume is relatively high, the performance was pretty good for this common bulk dispenser. Initial testing showed an overall accuracy to be within 5%. Two additional tests were conducted after the set screws were either tightened (to decrease volume transfer) or loosened (to increase volume transfer). Two of the tips (6 and 8, Figure 2) were initially adjusted in the wrong direction, which was immediately obvious in this cause-and-effect testing process. Simply by tweaking the set screws, the tip-by-tip accuracy was optimized within minutes. The as found, pre-optimized mean volume, relative inaccuracy and CV values were 26.15 µL, 4.6% and 2.87%, respectively. The as left, optimized values were 25.03 µL, 0.12% and 0.68%, respectively
Figure 2. The WellMate can be optimized tip-by-tip by adjusting the set-screws within the cartridge assembly.
Experiment 3 – Optimizing a Beckman Coulter Biomek
A Biomek liquid handler can be optimized for pipetting accuracy by adjusting the scaling factor (slope, m) and the offset (y-intercept, b) in the Calibration tab within the Technique Editor. The calibration is based on y = mx + b. However, the scaling factor and offset values are meaningless without a way to measure volume transfer accuracy. Adjusting pipetting accuracy is a simple and effective process: (1) measure volume transfer performance (three or more target volumes is recommended); (2) plot measured vs. theoretically displaced volume2; (3) determine the new slope and offset values; and (4) enter values and re-test. In the example shown, a default non-optimized universal technique was employed to dispense 2, 5 and 8 µL. The as found performance was (linearly) inaccurate: -27.85%, -14.68% and -9.6% (respectively for the three volumes; Figure 3). New scaling and offset factors were calculated and employed, and in one test, the relative inaccuracies improved to -0.05%, -1.14% and 1.05%., respectively.
Figure 3. (left) The measured volumes for the Biomek NX as tested before, and after, optimization. The scaling and offset values were changed from 1 and 0 to 1.032 and 0.548, respectively, for the as found and as left data sets. (right) Image of Biomek NX from _URL_.
Experiment 4 – Optimizing via Parameter Adjustment
The volume transfer performance of a 96-tip Sciclone was employed to show that sequentially tweaking volume transfer parameters, on nearly any type of air-displacement liquid handler with any tip configuration, can have a direct impact on the amount of liquid transferred3. Table 1 shows the parameters and values used for each 10-µL target volume dispense, as well as the resulting volume measurement statistics for each trial (A-D). Of most important note, the original settings employed showed an inaccuracy of -32% (note that all CVs are within 4%). By introducing a 5-µL leading air gap, the accuracy immediately improved to -8.2%. Though this process for optimizing the automated task could have been performed with alternative approaches (different parameters, different order, defining liquid classes, etc.), it highlights the importance of performing a cause and-effect volume verification method during method optimization. The results show that after three sequential parameter adjustments, the optimized data reflect mean volume, relative inaccuracy and CV values of 9.97 µL, -0.30% and 0.80%, respectively.
Table 1. Sequentially Adjusting Liquid Handler Parameters has a Direct Impact on the Transferred Target Volume*
*Subset of data from reference 3. The mean volume in trial C was 9.12 µL,so the requested volume in the software for trial D was increased by 0.88 µL before running the final (optimized) transfer.
Accuracy Matters in Liquid Handling
Resulting Reagent Concentrations are Very Different When as Few as One or Two Transfers are Inaccurate
Compound concentration values can vary by > 30% if one transfer is inaccurate and by > 50% if two successive transfer steps are inaccurate (Table 2). The mean preand post-optimization volumes from Experiments 1 to 4 were employed in two simple calculation models that assess the effect of the dispensing errors described would have on the final concentration of a compound after just two liquid delivery steps. Model 1 was designed to assess the effect that an inaccurate dispense of reagent into an accurate amount of buffer would have on reagent concentration. Model 2 assesses the maximum effect that inaccurate dispensing of both reagent and buffer would have on reagent concentration.
Liquid handlers can be inaccurate, but with tools and know-how, simple adjustments can ensure volume transfer accuracy, and confidence in assay results.
Table 2. Theoretical Percent


Digital voltmeters often have a choice of ranges. The rangesindicated on a typical voltmeter are 0-3, 0-30, 0-300, and 0-3000AC volts. The output is represented with four significant digits.Determine the resolution uncertainty for each range. If it has anaccuracy of ±2% of full range for each range, determine theabsolute uncertainty of measurement in each case.
I'm not sure what the difference between resolution uncertainty andabsolute uncertainty is.. or how to find them. I've read thechapter and looked at both examples in the book.
Want an answer?


text:
Derived Constructs, Extending Predefined Syntax
In this lesson we will learn how to define derived language constructs, that is, ones whose semantics is defined completely in terms of other language constructs. We will also learn how to add new constructs to predefined syntactic categories.
When defining a language, we often want certain language constructs to be defined in terms of other constructs. For example, a let-binding construct of the form
let x = e in e'
is nothing but syntactic sugar for
(lambda x. e') e
This can be easily achieved with a rule, as shown in
As a side point, which is not very relevant here but good to know, we may
want the desugaring of
let to not even count as a computational step, but
as a mere structural rearrangement of the program so that other semantic
rules (beta reduction, in our case) can match and apply.
The K tool allows us to tag rules with the attribute
precisely the intuition above. You can think of structural rules as a kind
of light rules, almost like macros, or like ones which apply under the hood,
instantaneously. There are several other uses for structural rules in K,
which we will discuss later in this tutorial.
lambda.k and write some programs using
For example, consider a
lets.lambda program which takes
and replaces each integer by a let-bound variable. It should evaluate to
true, just like the original
Let us now consider a more interesting program, namely one that calculates the factorial of 10:
let f = lambda x. ( (lambda t. lambda x. (t t x)) (lambda f. lambda x. (if x <= 1 then 1 else (x * (f f (x + -1))))) x ) in (f 10)
This program follows a common technique to define fixed points in untyped lambda calculus, based on passing a function to itself.
We may not like to define fixed-points following the approach above, because
it requires global changes in the body of the function meant to be recursive,
basically to pass it to itself (
f f in our case above). The approach below
isolates the fixed-point aspect of the function in a so-called fixed-point
combinator, which we call
fix below, and then apply it to the function
defining the body of the factorial, without any changes to it:
let fix = lambda f. ( (lambda x. (f (lambda y. (x x y)))) (lambda x. (f (lambda y. (x x y)))) ) in let f = fix (lambda f. lambda x. (if x <= 1 then 1 else (x * (f (x + -1))))) in (f 10)
Although the above techniques are interesting and powerful (indeed, untyped lambda calculus is in fact Turing complete), programmers will probably not like to write programs this way.
We can easily define a more complex derived construct, called
conventionally encountered in functional programming languages, whose semantics
captures the fixed-point idea above. In order to keep its definition simple
and intuitive, we define a simplified variant of
letrec, namely one which only
allows to define one recursive one-argument function. See
There are two interesting observations here.
First, note that we have already in-lined the definition of the
combinator in the definition of the factorial, to save one application of the
beta reduction rule (and the involved substitution steps). We could have
in-lined the definition of the remaining
let, too, but we believe that the
current definition is easier to read.
Second, note that we extended the predefined
Id syntactic category with two
$y. The predefined identifiers cannot start with
$, so programs that will be executed with this semantics cannot possibly
contain the identifiers y. In other words, by adding them to Id they
become indirectly reserved for the semantics. This is indeed desirable,
because any possible uses of x
declaration in the definition ofletrec'.
letrec, we can now write the factorial program as elegantly as it can
be written in a functional language:
letrec f x = if x <= 1 then 1 else (x * (f (x + -1))) in (f 10)
In the next lesson we will discuss an alternative definition of
on another binder,
mu, specifically designed to define fixed points.

source: openbmb/Ultra-FineWeb


text:
B. Vowel duration characteristics of esophageal speech. J Speech Hear Res 1976;19:678-89. |
|29.||Gandour J, Weinberg B, Rutkowski D. Influence of postvocalic consonants on vowel duration in esophageal speech. Lang Speech1980;23:149-58. |
|30.||Ng ML, Gilbert HR, Lerman JW. Fundamental frequency, intensity and vowel duration characteristics related to perception of Cantonese alaryngeal speech. Folia Phoniatr Logop 2001;53:36-47. |
[Table 1], [Table 2], [Table 3]


text:
Date: May 2011
Creator: Foster, Sarah Jenne
Description: This paper reports a study of VanPatten's processing instruction (PI) and Ray's TPRS. High school students in a beginning Spanish course were divided into three groups (PI, TPRS, and control) and instructed in forms using the Spanish verb gustar. Treatment included sentence-level and discourse-level input, and tests included interpretation and production measures in a pretest, an immediate posttest, and a delayed posttest given two and a half months following treatment. The PI group made the greatest gains in production measures and in a grammaticality judgment test, and the TPRS group made the greatest gains in written fluency. The PI group's statistical gains in production measures held through the delayed posttest.
Contributing Partner: UNT Libraries

source: HuggingFaceFW/fineweb-edu


text:
Genetic diversity in public gardens
Vizcaya Museum and Gardens is the proud home of Jatropha and Staghorn Fern collections that have been accredited and accepted into the Plant Collections Network, an American Public Gardens Association initiative that recognizes the importance of the genetic diversity of plant collections held by botanic gardens in North America.
This certification signifies that these two collections contribute greatly to the genetic diversity of public gardens nationwide. More than just beautiful and peaceful places, botanic gardens are growing in significance as repositories of the botanic wonders the earth holds.
Among gardens, Vizcaya is unique for its geographic and climatological location. "There aren't many public gardens in North America that are in the tropics," said Ian Simpkins, Vizcaya's Deputy Director of Horticulture. "Very few gardens can collect a wide variety of tropical plants like we can do at Vizcaya." These were some of the key factors in selecting these specific plants for the museum's first set of formal plant collections.
Not only are these the only reference collections of their kind in North America, but Vizcaya is also the only institution on the continent with registered and accredited collections of these plants.
Staghorn Fern (Platycerium)
The Staghorn Fern genus is a group of 19 fern species native to tropical climates, which means most of them thrive in South Florida. They have a wild appearance and get their common name from one of their two leaves, which resembles the horns of large herbivores, like elks and antelopes.
Many of Vizcaya's specimens were nursery grown. This is because material found in the wild is hard to come by and few gardens have similar collections. "We felt it was important to have a good taxonomic representation of this genus," said Simpkins. "That way, if someone wants to study these plants, they can come here and do so knowing that we have a wide variety and that our plants are correctly identified."
Jatropha, which doesn't exactly have a common name, is particularly interesting. A lot of them have medicinal properties and ethnobotanical characteristics. Some are also used for biodiesel and there are others that are used as fish or livestock food.
Given Vizcaya's focus on urban agriculture, urban farming, and ethnobotanical uses, this plant was a natural fit to develop into a dedicated collection.
The Jatropha are made up of two groups. One is "Old World," which grows in Southern Asia and Africa, and the other is the "New World" version that grows in the Americas. "It's a really large group of plants and the bulk of what we have is from the New World — Central and South America – and a couple of species from the American Southwest," said Simpkins. "So we decided to focus on collecting those plants."
Almost all of the Jatropha plants at Vizcaya were collected in the wild. This is important for biodiversity and the conservation of their genetics. It also grants easier access to anyone wishing to study these plants without having to travel to Mexico, Nicaragua or the desert Southwest.
CARE & CONSERVATION
The collections are not difficult to maintain because Vizcaya offers a climate in which these plants grow quite well. Both plants need warm temperatures as they, are very frost sensitive, and they need both wet and dry periods. Miami's climate fits all of those characteristics, so it's relatively easy for us to keep these plants outdoors. You will see representatives of the staghorn ferns mounted throughout the gardens at Vizcaya, and a good sense of how large these plants actually get.
"We've had a number of Platycerium bifurcatum, which is the most common species of staghorn fern, donated to us over the years," said Simpkins. "Some of these plants are three to five feet across and weigh several hundred pounds. We have these plants hanging in the trees in the main garden." The rarest species are kept safely in Vizcaya's nurseries under close supervision.
Plants also need to be protected from insects and disease as well as properly grown and fertilized. Although this means a significant amount of staff time and dedication, it is well worth it because of the importance of these collections to plant diversity and to the public garden field in North America.


sbootmgr.dsk This nifty little tool allows selecting various devices to boot from a menu, and even allows booting a CD-ROM in machines where the BIOS doesn't support it (or it's supposed to support it, but it just doesn't work). If you have trouble booting the Slackware CD-ROM, you might try writing this image to a floppy, booting it, and then selecting your CD-ROM drive as the boot device. The SBM installer is available as a Slackware package (called "btmgr") in the extra/ packages collection. ---------------------------- Generic floppy image creation info: To create a floppy disk from one of these images, use the RAWRITE command on DOS or Windows. For example, to make the first rootdisk image (install.1), you'd put a formatted 1.44MB floppy in your floppy drive, and then run this command: C:\> RAWRITE INSTALL.1 A: There are several versions of RAWRITE provided to handle most versions of DOS and Windows. If one version doesn't seem to work, try another. To make the floppy images under Linux, use the "cat" command to send them to the floppy device. This command will make the first install disk: cat install.1 > /dev/fd0


text:
Royal Society for the Protection of Birds
From Uncyclopedia, the content-free encyclopedia
"If pigs could fly what sport that would be! But I make do with a grouse or score."
|Area served||United Kingdom|
|Key people||David Attenborough|
The Royal Society for the Persecution of Birds (RSPB) is a British charity dedicated to the eradication of birds.
The RSPB is just one of a number of organisations in Britain devoted to the destruction of the nature and eradication wildlife, and so it has had to resist frequent attempts to merge it with the RSPCA, with which is shares similar aims. The RSPB enjoys wide support with 95% of Britain's notoriously animal hating population members.
Founded in 1859 by Charles Darwin in the same year he published his On the Termination of Species by Means of Anthropological Selection, or the Persecution of Unfavoured Races in the Struggle for Death.
The primary activities of the RSPB include trapping, killing, cooking and eating as many of Britain's birds as possible.
Whilst it has tirelessly sought the destruction of as many avian habitats as possible, the RSPB does recognise the enjoyment its members derive from killing and torturing birds. To this end, it has retained a small number of bird reserves for the sole purpose of providing its members with quarry for their blood-thirsty appetites.
The RSPB is very much committed to doing its bit for abating climate change, which is why it has promoted the development of wind power extensively and especially on or near its nature reserves. Wind turbines are a perfect way to slaughter birds and bats and be green at the same time.


Lightstep collects and analyzes data across infrastructure, application, runtime, cloud and other third-party services. By mapping metrics to unsampled trace data from your distributed system, it can correlate root causes across traces, metrics, and logs anywhere in the system, and provide immediate insights for developers and SREs.
Lightstep ingests metrics from a number of sources as time series and saves them to our next-gen time series database (TSDB). Our TSDB was designed and built by the same people who created Google's planet-scale Monarch system, and offers high throughput for reliable monitoring. Once your metrics are stored, Lightstep's Change Intelligence can map that data to your trace data, correlating deviations in metric charts to performance issues from traces throughout your deep system.
You instrument your services to create and collect telemetry data used to describe distributed traces and metrics in your system. This instrumentation lives in your microservices, functions, web, mobile clients, anywhere your system accesses functionality.
If your services use Java, Node.js, Python, or Go, you can quickly instrument using our OpenTelemetry Launchers. OpenTelemetry provides APIs, libraries and instrumentation resources to capture telemetry data from your applications. Any supported frameworks, protocols, libraries, and data stores are automatically instrumented with just one line of code. You can then add more targeted instrumentation in areas of your system where additional data would prove helpful.
Lightstep also supports instrumentation for many other languages using OpenTracing.
Lightstep can also ingest data from Jaeger Agents or Zipkin, so if you've already instrumented your app to work with one of those, it will work with Lightstep too!
Microsatellites are Lightstep components that communicate with your instrumentation to collect 100% of the telemetry data. They forward the data to the Lightstep SaaS, where it's analyzed. Microsatellites analyze the performance of each segment against historical performance, error rates, and throughput.
Lightstep offers three types: a locally run satellite that developers use during individual coding and testing to speed up instrumentation time, public remote Microsatellites for lower throughput production environments or development environments, and on-premise Microsatellites that you configure and maintain to meet your specific production environment requirements.
Lightstep Observability Platform
Microsatellites send any data that serves as examples of application errors, high latency, or other interesting events to the Observability Platform. The platform analyzes the data, builds complete traces and dynamic service diagrams, deduces correlations among the data, and monitors for changes in performance after deploys, from both your metric data and your trace data. And because it can correlate the two, you can use Change Intelligence to go from a metric deviation in a chart to a root cause in a trace in just three clicks.
The platform durably stores the data for as long as your Data Retention policy allows. Historical comparisons allow you to quickly see when things are not normal. Post-mortems can contain real data to show exactly what happened and when.
Lightstep Web UI
Here's where observability is fully realized. From a deviation in a metric chart, Change Intelligence shows you operations in your services that experienced a change in performance at the same time as the metric deviation. And it also shows you attributes from those operations more often appearing during the change, allowing you to click through to a full trace.Change Intelligence
You can view complete traces, from web and mobile clients down to low-level services and back, with the critical path (areas where latency or error rate is affecting performance) detected for you.


1. Decide
The lesson plans in Decide expand on students' existing knowledge of current community issues. In groups, they choose one that they care about and want to change. Before deciding, they are supported to understand the complex notions of issues, communities, power and influence, rights, government, responsibility and point of view.
Students must select their own issue, rather than teacher providing suggestions or steering student projects. If you are delivering course content in upper primary or lower secondary we suggest, as a starting point, focusing on school-based issues; in middle secondary school on Queensland state-based issues; and in senior classes on either national or global issues. Students contacting their local representative (either MP or local councillor) works really well.
A 'red' button signifies that this lesson is essential for active citizenship learning.
 1. download thumbnail
 Lesson 1: People and Democracy
 This lesson explores students' understanding of values and rights, and how they influence, contribute to, and participate in community based issues.
 Lesson 1 activity sheets 65.50 KB
 2. download thumbnail
 Lesson 2: What's the problem?
 Identifying and selecting an issue or challenge is the main objective of this lesson. The emphasis is on students expressing how they feel about a range of issues or challenges in our community.
 Lesson 2 activity sheets 65.50 KB
 3. download thumbnail
 Lesson 3: Who is responsible?
 Who is responsible for what? Is it the government or the citizen? Students will explore the responsibilities of each when it comes to a range of community issues or challenges. Prior to or at the end of this lesson students should complete the Who Decides? activity.
 Lesson 3 activity sheets 84.00 KB
 4. download thumbnail
 Lesson 4: Getting your way
 Who is a decision maker and how can you influence them? What are other key questions that need to be considered?
 Lesson 4 activity sheets 828.50 KB


text:
Public Health Emergency - Leading a Nation Prepared
For the Healthcare Coalition to be immediately available to conduct response actions in a no-notice, sudden onset emergency, two functions must be continuously operational even during times of non-response: 1) the ability to rapidly receive information and notify Coalition members of an emergency, and 2) a decision-making process to determine whether additional Healthcare Coalition actions are necessary.
The manner in which these functions are addressed may vary from one Coalition to another. What does not vary is the need for a continuous baseline capability to conduct these two functions so they are operational at the outset of any incident. The authors of this handbook propose two entities to help the Coalition maintain readiness for immediate response: Healthcare Coalition Notification Center and Healthcare Coalition Duty Officer. These functions constitute the baseline operations of the Healthcare Coalition and may be conducted at minimal expense and burden to the Coalition.
The Healthcare Coalition Notification Center provides notifications (both initial and ongoing) to Coalition member organizations regarding an emergency. It may also notify Jurisdictional Agencies (Tier 3) about a developing situation within a healthcare organization. The information that prompts notifications may originate within the healthcare community, public sector authorities, or other sources (e.g., the media). The Notification Center's roles and responsibilities include:
To accomplish these roles, the following requirements are proposed for the Healthcare Coalition Notification Center:
The authors use the word "center" to emphasize that this should be a physical location with the ability to perform these critical functions. At the same time, the Healthcare Coalition Notification Center typically should not be an expensive, stand-alone facility dedicated only to this purpose. To promote cost-effectiveness, the Healthcare Coalition Notification Center may best be collocated at an already continuously staffed facility that can meet the information and communications requirements noted above. For example, a private ambulance dispatch center has been successfully used for this purpose in several Coalitions. Healthcare facilities that operate as the regional hospital resource have also performed this function. Alternatively, Coalitions may use an established public sector resource, such as a municipal communications center, for this function; however, the Coalition must be able to access these systems when needed and not just when the public sector has declared an emergency.
An alternate Coalition Notification Center should be identified so these functions can be maintained if the primary center is affected by a hazard impact or if the center's other responsibilities during a disaster prevent it from performing Coalition activities. Backup centers must be able to perform the same functions as the primary center. To maintain this backup capability, the alternate site may intermittently assume the role of the primary Notification Center during baseline operations.
This position operates the Coalition Notification Center and monitors baseline information 24/7 for any health-related anomalies that might signal the need for a response by the Healthcare Coalition. The Coalition may establish protocols to help the technician identify incident parameters that require immediate notification to Coalition member organizations and the Coalition's Duty Officer. When initial incident information does not clearly indicate the need for a notification, the technician contacts the Coalition's Duty Officer (see below) to further discuss whether a notification is required. These procedures are described in greater detail in Chapter 3.
Personnel serving as the Coalition Notification Center Technician should have the following qualifications:
The technician position must be staffed 24/7; however, it may be performed by a trained and qualified professional whose primary job is private sector EMS dispatch, poison center operations, or other position that is always immediately available. It is important to identify a backup for this position so notifications to the Coalition can be maintained despite a surge in other duties.
This on-call position must be available for initial consultation to the Notification Center Technician, to Coalition members, and to jurisdictional authorities (Tier 3) as the representative of the Healthcare Coalition. The Duty Officer serves as the Coalition's liaison to Jurisdictional Agencies during the initial stages of an incident and may contact Jurisdictional Agencies to obtain relevant information about an incident to share with the Coalition member organizations.
Potential responsibilities of the Duty Officer include:
Personnel staffing the Healthcare Coalition Duty Officer position should have the following qualifications:
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Hanxi Tang
Hanxi Tang, Undergraduate student, Biology
Studies parent-child conversations
Hometown: Beijing, China
Faculty mentor/advisor: In alphabetical order: Jodie Plumert, Ph.D, Professor, Starch Faculty Fellow; and Toshihiro Kitamoto, Ph.D, Associate Professor of Anesthesia, Associate Professor of Neuroscience and Pharmacology
What is your degree program and expected graduate date? B.S. in Biology (minors in psychology and chemistry), expected May 2021
Please describe your research: In the Hank Virtual Environments Lab, our research focuses on factors that mitigate children's risk for unintentional injuries. We are especially interested in parent-child conversations about safety, and how parents use these conversations to help their children better navigate potentially dangerous situations. For example, we look at parent-child conversations while crossing roads together in an immersive virtual environment.
In the Kitamoto Neurogenetics Lab, using a model organism, the fruit fly Drosophila melanogaster, I am studying gene-environment interactions that affect the severity of neurological defects caused by genetic mutations. In particular, my project aims at understanding how dietary lipids modify neuronal development and behavior in fly mutants displaying increased "pain" sensitivity and seizure-like phenotypes.
In simple terms, why does this research matter? For my research in the Hank Virtual Environments Lab: Unintentional injuries are the leading cause of death and disability during childhood and adolescence. Our work on parent-child conversations about safety provides important information that can be used for future interventions aimed at developing parent-based strategies for reducing unintentional childhood injuries.
For my research in the Kitamoto Neurogenetics Lab: Thanks to technological advancements of genomic research, a number of human mutations have been identified as being causative for certain neurological disorders such as epilepsy and pain syndromes. However, it is difficult to predict the extent and severity of these genetic disorders solely from the identified mutations because disease symptoms are significantly affected by various environmental factors. I expect that my basic science research will contribute to a better understanding of gene-environmental interactions important for human neurological disorders.
How soon after starting at the University of Iowa were you able to participate in research? I started working in the Hank Virtual Environments Lab during the first semester of my freshman year. I started working in the Kitamoto Neurogenetics Lab during the second semester of my freshman year.
How has being involved in research made you more successful at the University of Iowa? Getting involved in research allowed me to meet and work with top notch professors who are expert scientists and kind mentors in their fields. They helped me to grow not only as a student, but also as a person.
What are your career goals and/or plans after graduation? I hope to pursue a Ph.D. or M.D.-Ph.D degrees after graduation.
Banner location: online—


text:
YUL wanted to provide a sustainable and ecological object to represent their brand. They chose our handmade tote bag in Quebec.
The positive impact of your object!
One of our most important commitments and values is to design local products.
- Quebec seamstresses.
- Design developed in our studio.
- Label printed in Montreal.
- The production of this object allowed 5 local businesses to work.
As mentioned, the manufacturers are located in Quebec and the production is local.
- Transportation of the products within the province.
- Less than 150 km travel distance.
- Reduction of emissions into the atmosphere and a good point for the company.
- Raising awareness of YUL's audience to Quebec objects.
- Valuation of the creativity of local designers.
- Recognition of local talent.
YUL - a model of Ecoleader
In summary, by choosing local sourcing, YUL measures the impact of their purchase by encouraging local creativity, minimizing their environmental impact and maintaining jobs here.


Climate Change Nebraska
Three generations, including Lincoln Mayor Leirion Gaylor Baird, talking about climate change in the Nebraska state capitol
Bill McKibben gives University of Nebraska-Lincoln students a shoutout
Back to the basics of climate change and how it works
Water is life – in Nebraska and everywhere else
Extreme weather threatens Nebraska livestock
The complex relationship between language and culture
Carbon dioxide levels pose global threat
As temperatures rise, so do the deaths
Climate change wears a coat of many colors
Nebraska agriculture: a mixed blessing for climate change


text:
HP Labs Technical Reports
Click here for full text:
Automated Link Creation in a Hypertext-based Software Reuse Library
Tsien, Christine L.
Abstract: The goal of this project is to explore techniques for making software reuse effective. As the development of large software systems continues, the idea of reusing software from previous applications becomes attractive as a means for improving productivity and increasing software quality. Important to such goals is the availability of software components which are well-documented, readily accessible, understandable, and reliable. Software reuse libraries are designed to maintain such components. Because of the large amount of information that may potentially be in a software reuse library, however, a user needs to be able to quickly find, retrieve, and understand a particular software component if reuse is to be fully taken advantage of. PP In this project, I aim to make information access, in the context of an existing software reuse library, more efficient. I begin by defining a set of catalogue conventions for the software components of the library. I then develop a system which incorporates these conventions into the library search process. Relevant pieces of information within the library are connected together, or linked, to allow easy reference amongst similar subjects. This is achieved by providing a means for automatically generating hypertext links at library creation time.
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text:
PsoProtect, a global registry for clinicians to report outcomes of COVID-19 in individuals with psoriasis, has updated their preliminary data and now includes the first 1,652 cases. Below is a summary of the data collected or view the full report on the PsoProtect website.
Average age: 48 years
Phenotype of psoriasis: 1,605 plaque psoriasis, 47 pustular psoriasis
Average BMI: 27.7 kg/m2
Average number of days of symptoms from COVID-19: 10 days
Cases reported by country of assessment (≥20 cases):
Severity of psoriasis at time of onset of COVID-19 (PGA):
Hospitalization required due to COVID-19:
In addition to demographics, PsoProtect collects the following types of de-identified data:
- Psoriasis disease characteristics, comorbidities and systemic treatment for psoriasis at onset of COVID-19
- COVID-19 characteristics and disease course
- COVID-19 outcome
We encourage clinicians to continue reporting cases of COVID-19 (suspected or confirmed) in psoriasis via the simple online PsoProtect case report form.
*Data are preliminary and include a limited number of cases and should not be used to inform clinical decision making


text:
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This week on TWT, Rachel interviews Alyssa Hillary Zisk! Alyssa is a graduate student in neuroscience who shares their experiences as an autistic adult who uses AAC part of the time to communicate.
Key ideas this episode:
🔑Some autistic adults experience intermittent or insufficient speech.
🔑Some of these adults use AAC part of the time.
🔑It is important to give AAC users the same chance to participate in discussions and to allow them to communicate in whatever modality they choose.
Before the Interview:
- Rachel – hiking to Havasupai in the Grand Canyon
- Chris presenting in Connnecticut – 3 hour workshop on fundamentals of AAC
- How environment can change a presentation – auditorium vs conference room presentation
- Keeping in mind the environment of a room for clients – keeping it free of clutter, etc
- If a child is not doing what you are asking in therapy and is distracted, pay attention to distractors (e.g. look at the environment) instead of just blaming the student
- Dana Nieder responded to Cathy Binger on her blog – Cathy Binger wrote a reply comment in the blog that was respectful, well-worded, and open to the perspective of others.
During the Interview:
- Alyssa is a graduate student and autistic adult who uses AAC part time.
- Alyssa wrote an article about AAC for speaking autistic adults – can experience intermittent or insufficient speech. This can include selective mutism, but it isn't always selective mutism.
- If Alyssa is sick, tired, done a lot of talking that day, felt sensory overload, etc, then their speech can become unreliable (e.g., using scripts that don't mean what you want to say)
- Lots of free and low-cost tools can make it less obvious you are using AAC, but most aren't designed for AAC specifically
- People who speak can still use AAC, there is nothing wrong with using multiple ways to communicate
- There is a gap in research about adults with autism who are part-time AAC users
- Alyssa: Groups & sites where I learned about AAC
- Alyssa – Using scripts takes less effort than coming up with new words and speaking at the same time.
- Most reliable communication methods for Alyssa
- 1st – using a keyboard
- 2nd – relaying factual info Alyssa has a script for
- 3rd – using other scripts in conversation
- 4th – improvised, original speech
- AAC Used by Alyssa
- Alyssa will use different systems and tools depending on the context
- Rachel: How to you explain to others that you use AAC part time?
- Sometimes Alyssa uses AAC when speech is inconsistent without telling others about it first
- Alyssa discusses communication needs with professors before the class begins
- Rachel: Generally, any negative experiences?
- Alyssa may not get included in discussions in class as much.
- Allowing more time for AAC users is important, but there is an inclination to ask less of people who use AAC. May be deeper – people may not expect AAC users to participate as much.
- Not including AAC users may come from not wanting to put pressure on people who use AAC, but there are ways to let the AAC user decide how much they want to participate.
- Biggest challenge for Alyssa – people may see their using AAC for different reasons. people may assume that Alyssa's AAC use means they are not happy or have had sensory overload, but Alyssa uses AAC for lots of reasons and its not a signal of their mental or emotional state.
- if you had a billboard every SLP read, what would you want it to say? AAC FOR EVERYONE
- AAC covers all the ways people communicate in addition to speech.
- When we look at implantation, we think of it as an intervention and therapy tool and not a life tool that everyone can use
- Even clients whose speech sounds good can benefit from AAC
- Links:Dana Nieder's response to Cathy Binger on her blogFacebook communities mentioned
- Flipwriter on the iPad (flips what you write to the other person & does text to speech)
- eSpeak on the laptop (free text-to-speech)
Find out more about Alyssa:
- Facebook – yesthattooaut
- Twitter: _USER_
- Email – Alyhillary@email@example.com
Interested in earning CEU's by listening to "Talking With Tech"? Check out our course at _URL_.
Hosts: Rachel Madel and Chris Bugaj
Producer: Luke Padgett
Audio Editing: Michaela Ball
Music: "Ebb and Flow" by Fabian Measures


text:
The Book Bus Victoria Falls Zambia
Do you remember learning to read? Do you remember working out each word? It's an amazing feeling: being read to and then being able to read the words for yourself. The adventures you take, the power of understanding and the doors of perception that open. From Beatrix Potter to Harry Potter or Hello Magazine to Homer's Odyssey, all that we read shapes the person we become. Knowledge and education can keep us from harm and boost our chance of a healthy future. Or as Nelson Mandela put it:
"Education is the most powerful weapon you can use to change the world"
Education and learning to read is taken for granted here in the UK. In Zambia it's estimated that 800,000 children miss out on a basic education every day. Children spend the day collecting water, tending fields or even running the family home (1 in 6 children is orphaned). The long walk to school, combined with school fees (which are mandatory for all schools) prevented children from accessing a simple, basic education. The profound enthusiasm for education, coupled with the high number of children out of school, drove Zambian communities to develop their own schools, the so called "community schools". With scant resources and even less funding, open-air classes
were established beneath trees, or in an old container or the village hall. A fairy tale in their own right, the dark reality of this story is that:
- Teachers are paid very little – if anything at all; most have to work as volunteers
- The schools lack the most basic resources such as books, paper, pencils etc
- Many of the teachers are poorly trained (some not at all)
- School facilities are poor (sanitation, classrooms etc.)
Undaunted, communities are fighting hard to create the best schools they can with what little they have.
The Book Bus - Improving children's lives one Book at a time
The Book Bus aims to improve literacy in Malawi by engaging with children and their teachers to promote reading in a way that is creative, safe and above all, fun. Our "Book Bus" is a rugged go anywhere mobile library stocked with storybooks and materials and manned by a volunteer crew of story tellers. The legacy of each of our school visits is a reading corner and bookshelves stocked with children's books.
There are many reasons why we chose Zambia as the pilot location for the Book Bus programme. Initially, at least, we are dependent on donated books written in English. Zambia has a rich linguistic heritage of over 70 indigenous languages; however English is understood by a large percentage of the population. Most aged 10 or over can read and write in English. We wanted to go somewhere where there was a clear need and the potential to make a difference. Zambia is one of the world's least developed countries. Four out of five people live on less than $1 a day – the World Bank's definition of poverty.
According to UNAIDS/WHO estimates, Zambia ranks number seven in the international league table for HIV/AIDS:
- One in six adults lives with HIV/AIDS
- 130,000 children under 14 are infected with HIV
- Life expectancy is just 40 years. In the UK it is 78
- Zambia has a very young population - nearly half are under 14
- At least one in seven children has lost one or both parents to AIDS1
This figure will continue to rise. AIDS has had a catastrophic effect on education. In 2001 a survey2 found that one third of younger children did not attend primary school. One in eight respondents said that a child in their own family did not attend school because a parent or guardian was suffering from AIDS or had died from AIDS.
Many of the literacy programmes in Africa centre on education and self-help. Our focus will be on encouraging in young children a love and respect for books and a desire to read. The Book Bus is very much a joint British/Zambian project.
There are several Zambian nationals in our team, including our driver, liaison officer and educational coordinator. We work closely with local writers, artists and musicians and we have close links with national and regional educational bodies.
The Bus is staffed by up to 8 UK volunteers at any one time who pay to cover their subsistence costs. To keep us "mobile" and to hold costs down, volunteers camp at night under the African stars. Volunteers also help with camp chores and food preparation, which all helps to hold costs down.
So how does The Book Bus work?
The Book Bus is a specially adapted thirty year old London bus, fully equipped to serve as mobile library and classroom activity centre for community schools. It was shipped to Zambia in Winter 2008 to start its work.
How we work
The bus works in a region for between 6 and 12 weeks at a time. During this period, we work with up to five community schools. Each school has a designated "Book Bus Day". On this day we spend the day at the school and work around class timetables to provide, resources, energy, ideas and time to listen to children read. ur visit day, is often the only day when these schools will have access to books (Often you will see shelves of a school library left bare). The Book Bus provides additional manpower to allow small group reading mentoring.
Working in small groups the volunteers will spend time with the children, encouraging them to read and develop literacy skills. Supplementary to this we encourage children to dramatise books they have read or even create a piece of art from it; the required resources are carried on the Bus. This helps increase their understanding of literature, boosts confidence and allows them to develop new skills and most of all – discover the pleasure of reading. Children are only part of our working relationship!
Working closely with the teachers we share ideas and skills to help them develop after school book clubs with the books we loan. To ensure that the service delivered is as good as it can be, The Book Bus has a committed team of Trustees in the UK as well as support from the Ministry of Education Zambia, ZOCS (Zambian Open Community Schools), The British Council and QUESTT (Quality Education through Technology).
The Book Bus
The Book Bus provides a mobile children's library and book distribution service for communities in need in Zambia. Our aim is to share with children the pleasure and value that books can bring and to inspire them to want to read. We use art, music and play to stimulate children's imaginations. By encouraging them to associate books with enjoyment and creativity, we hope to sow the seeds of a life-long love of reading that will benefit both the children and their communities.
About the Bus itself
The Book Bus is a Leyland Tiger, built in Britain in 1980 for use as a public service vehicle. After Tom Maschler bought the bus in 2006, we took out most of the seats and replaced them with library shelves and storage space for the books that we distribute. We also had to make the bus "Africa-proof". This involved new electrical circuits, a heavy duty pump and generator, rough terrain tyres and a tropical engine cooling system. The most spectacular part of the refit was Quentin Blake's decoration of the bus. Quentin is one of Britain's best-loved children's artists and he and Tom Maschler have worked together for many years. Quentin is now a trustee of the Book Bus foundation. His eccentric illustrations are perfect for the Book Bus and are instantly recognisable. Even in the wilds of Zambia we are often approached by people who recognise his beautiful, quirky paintings of children, books and animals.
The Book Bus Team
The team travelling with the Book Bus includes the Book Bus Leader, a driver and up to eight 'crew members'. Occasionally we'll be joined by special guests, who might include local storytellers and artists, well known UK children's authors, or even a film crew! Team members sign up for anything from two weeks stay to two months. They often combine their time on the Book Bus with an African adventure holiday or a relaxing stay on the beach.
What to expect - a week in the life of the Book Bus
We spend each weekday at a different community school. Our programme of activities is led by the crew members and might include story-telling, one-to-one help with reading, music, arts and crafts, structured play, drama, puppet shows and sports. We also donate books and show the teachers how to set up and run a Reading Club. We revisit each school several times over the month to provide support and monitor their progress. The crew generally relaxes in the evenings. Sometimes we might host an open evening for the adults in the community to learn more about the Book Bus. Occasionally our hosts invite us to a local event. The weekends are your own - get away from it all, relax, or see something of Zambia's beautiful countryside.
What makes a good crew member?
Life on the road can be challenging – heat, unpaved roads, basic accommodation and 'roughing it' are facts of everyday life, especially away from the cities. So it's essential that as a crew member, you have a reasonable level of health and fitness. Equally important will be your desire to engage with children – previous experience of working with children is welcome but not necessary. Some measure of artistic and/or musical talent (or at least a willingness to have a go!) will stand you in good stead, and if you are shy in company, be prepared to shed at least some of your inhibitions! And finally our crew members all share a positive outlook, enjoyment at being part of a team and a real desire to make a difference.
Everyone who joins us on the bus pays for their own flights and makes a donation. This covers food and board and helps with the expense of keeping the Book Bus


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Products for grant FT-57484-10
The Biblical Basis of the Natural Philosophy of Dr. Francisco Valles de Covarrubias (_PHONE_)
Maria Portuondo, Johns Hopkins University
Grant details:
Secret Science: Spanish Cosmography and the New World (Book)
Title: Secret Science: Spanish Cosmography and the New World
Author: Maria Portuondo
Abstract: The discovery of the New World raised many questions for early modern scientists: What did these lands contain? Where did they lie in relation to Europe? Who lived there, and what were their inhabitants like? Imperial expansion necessitated changes in the way scientific knowledge was gathered, and Spanish cosmographers in particular were charged with turning their observations of the New World into a body of knowledge that could be used for governing the largest empire the world had ever known. As María M. Portuondo here shows, this cosmographic knowledge had considerable strategic, defensive, and monetary value that royal scientists were charged with safeguarding from foreign and internal enemies. Cosmography was thus a secret science, but despite the limited dissemination of this body of knowledge, royal cosmographers applied alternative epistemologies and new methodologies that changed the discipline, and, in the process, how Europeans understood the natural world.
Year: 2009
Publisher: University of Chicago Press
Type: Single author monograph
ISBN: 9780226675343
Copy sent to NEH?: Yes


Take the 2-minute tour ×
I have two right triangles One is a 6-8-10 and inside is a 3-4-5 and the space between the two triangles is a uniform amount.
I made a really awkward and weird pic of the diagram and I need to solve for X enter image description here
How would I go about solving this? I couldn't figure out any good approaches.
share|improve this question
Hint: draw in some lines and look for similar triangles inside the bigger triangle. – Vitaly Lorman Mar 10 '11 at 1:07
_USER_, I'm not sure I follow – qwertymk Mar 10 '11 at 1:15
4 Answers 4
up vote 14 down vote accepted
Draw lines connecting the "respective vertices". Add up the areas to solve for $x$.
enter image description here
Area of a right triangle with the non-hypotenuse sides being $a$ and $b$ is $\frac{1}{2}(a \times b)$ while the area of a trapezium with parallel sides being $a$ and $b$ and the height being $h$ is $\frac{1}{2}h(a+b)$
$$\frac{1}{2}x(5+10) + \frac{1}{2}x(3+6) + \frac{1}{2}x(4+8) + \frac{1}{2}(3 \times 4) = \frac{1}{2} (6 \times 8)$$
$$36x + 12 = 48 \Rightarrow x = 1$$
Let us try to look at a slightly general case. Take a triangle and scale it to another similar triangle with the scale factor being $t$.
enter image description here
Let the sides of the inner triangle be $a$, $b$ and $c$.
The perimeter and area of the inner triangle is $P$ and $A$ respectively.
The sides of the outer triangle are $ta$, $tb$ and $tc$ while the perimeter and area are $tP$ and $t^2A$.
As before join the "respective" vertices and summing the areas give us,
$$A + \frac{1}{2}x(ta + a) + \frac{1}{2}x(tb + b) + \frac{1}{2}x(tc + c) = t^2A$$
$$A + \frac{1}{2}x(t+1)P = t^2A \Rightarrow \frac{1}{2}x(t+1)P = (t^2-1)A$$
$$x = \frac{2A}{P}(t-1)$$
In the problem asked, $t=2$ with $P = 2A = 12$ and hence we get $x=1$.
Also, $t=1$ gives $x=0$ as expected.
This also gives a nice proof that the radius of the incircle of a triangle is $$r_{in} = \frac{2A}{P}$$
This is got by plugging in $t=0$ and realizing that $\left| x \right|$ is nothing but the radius of the incircle.
Hence, $$x = (t-1)r_{in}$$
share|improve this answer
How are you splitting this? It seems that you made a bunch of trapezoids and added up their area but you seem to have added some areas more than once – qwertymk Mar 10 '11 at 1:34
I thought of this after I posted my more complicated solution, and I edited without noticing that you had already done it, and with a nice picture even! I deleted my answer. +1. – Jonas Meyer Mar 10 '11 at 1:50
_USER_: Very nice, +1. – Eric Naslund Mar 10 '11 at 1:52
_USER_: I was typing out my solution and went away for a cup of coffee and posted it to find out your solution was similar to mine. You should not have deleted your solution since you actually posted before me. – user17762 Mar 10 '11 at 2:00
_USER_: True. Actually once I finished typing the details, I thought I should have actually "reverse engineered" to start from the incircle and proceed. – user17762 Mar 10 '11 at 6:01
Find the lengths of the segments labeled A, B, C, and D. These should add up to 6. To find the lengths of C and D, use the fact that the triangles I have drawn in are similar to the inside (or outside) triangle.
enter image description here
share|improve this answer
Algebraic Solution:
Extend the lines making up the side length $3$ of the inner triangle until it hits the walls of the larger one, and consider the triangle formed. What is the length of this line particular line? Well it is $$x+3+(?)$$ where $(?)=\frac{5}{4}x$ by similar triangles. What about the base line? It has length $8-x$. And the hypotenuse? It has length $10-x\frac{5}{4}$ by similar triangles again. Then by the Pythagorean Theorem, $$\left(10-x\frac{5}{4}\right)^{2}=\left(8-x\right)^{2}+\left(3+\frac{9}{4}x\right)^{2}$$ and solving this quadratic yields $x=1$ as a solution.
Quick Solution:
Notice the side lengths of the larger triangle sum to equal its area, 24. (That is why we get 1) Draw straight tubes, a $x\times 6$ tube, a $x\times 8$ tube and a $x\times 10$ tube along the sides on the triangle, on the inside so that all of the area of the triangle except the missing middle piece is covered. (The middle piece is the smaller triangle) Then the overlapping parts, and the parts hanging outside the triangle can be moved around to make up the smaller inside triangle which is missing. Hence the areas are equal so $8x+6x+10x=\frac{6\cdot 8}{2}=24$ so $x=1$.
Remark: I also hope this is understandable without a picture.
share|improve this answer
If we have right triangles with sides $a, b, c$ and $2a, 2b, 2c$, with $c, 2c$ the hypotenuses, then generalizing this algebraic approach gives $t = ab/(a+b+c) = 2ab/(2a+2b+2c)$ -- that is, the area of the larger triangle divided by its perimeter. I was able to show this algebraically; your "quick solution", I think, explains why this should be so. – Michael Lugo Mar 10 '11 at 1:45
_USER_: That is interesting. I now see it follows much more easily from Sivarams solution – Eric Naslund Mar 10 '11 at 2:10
_USER_, _USER_: I have added some details on these lines in my updated post now _USER_: The area of the larger triangle is 4 times the area of the triangle inside and not twice. – user17762 Mar 10 '11 at 5:54
Right. But the area of the larger triangle is $(2a)(2b)/2 = 2ab$. – Michael Lugo Mar 10 '11 at 15:26
One way to solve this would be to set up a coordinate system with the bottom left corner of the outer triangle at $(0,0)$. The bottom left corner of the inner triangle would then be at $(t,t)$ for some positive real $t$. ($t$ is what you called $x$, but that's confusing in the coordinate context.) Then you just need to set $t$ so that the distance between the two hypotenuses are equal; see the Wikipedia article on parallel lines for the relevant formulas. (They're not too hard to derive on your own.)
share|improve this answer
I get that but how would I go about figuring out what t is? Also where would the big triangle end on a y = x line? – qwertymk Mar 10 '11 at 1:07
The bottom right corner of the inner triangle would be at $(t+4, t)$, not at $(t, t)$. – Vitaly Lorman Mar 10 '11 at 1:21
I meant "bottom left". Sorry. – Michael Lugo Mar 10 '11 at 1:43
Your Answer


text:
Pergolas, with their timeless charm and versatility, have graced gardens, patios, and outdoor spaces for centuries. These architectural structures not only provide shade and shelter but also add a touch of elegance to any outdoor setting. In this article, we will delve into the world of pergolas, exploring their history, design options, benefits, and various uses.
1. A Pergola's OriginsThe word "pergola" finds its roots in Latin, originating from the word "pergula," which means "projecting eave." Historically, pergolas date back to ancient civilizations, notably the Egyptians and Greeks. These early examples highlight the enduring appeal and practicality of pergolas.2. Design Elements of PergolasPergolas typically consist of vertical posts or columns that support horizontal beams or rafters. The design can vary widely, from simple and functional to intricate and ornate, depending on personal preferences and architectural styles.
Roof StyleOpen-Top PergolasSolid Roof PergolasMaterialsWoodMetalVinylColumns and Supports3. Benefits of Pergolas
Pergolas offer a plethora of benefits that make them a popular addition to outdoor spaces.Shade and ComfortAesthetic AppealVersatilityPlant SupportProperty Value4. Pergolas in Different Settings
Pergolas can be adapted to various settings and purposes, making them a versatile addition to any outdoor space.Residential GardensOutdoor DiningParks and Public SpacesWedding VenuesConclusion
Pergolas, with their rich history and diverse design options, continue to be a beloved addition to outdoor spaces. Their versatility and timeless charm make them a valuable asset for homeowners, businesses, and public spaces alike. With the right design and materials, a pergola can transform any outdoor area into a delightful oasis, where you can relax, socialize, and connect with nature.


St Thomas of Canterbury Catholic Primary School
Live, Love, Believe.
E Safety Talk
It was lovely to welcome P.C. Joe Finch into school today. He spoke to the children about how we use the internet safely.
His key messages were:
The internet can be a good place.
Sometimes there are things on the internet and people on the internet that make you sad. If this is the case tell a grown up as soon as you can.
Children were also reminded that things like Facebook and Snapchat have a minimum age to access them, usually 13 years old. This means that no child in this school should have their own facebook or snapchat accounts.
P.C. Finch is going to come back into school at a time when parents can join us so that they can also ask questions about keeping children safe on the internet. He will also share some videos that are helpful for parents.


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AHS Six Components
The Aboriginal Head Start six components has helped to define the vision and practices at the Ottawa Inuit Children's Centre. All of the OICC programs are guided by these same six basic components to ensure quality programming.
Goal: To prepare Inuit children for school
- Variety of child-centered activities: art, sand, dress-up, computer, games, blocks, puzzles, puppets, books, science, music, balls.
- Children's activities that will help develop basic concepts i.e. numbers, letters, syllabics.
- Monthly field trips.
- Circle activities in English and Inuktitut.
- Child assessment: observations, progress reports, parent-teacher interviews, and child development referrals, i.e. speech therapy.
- Weekly circles with the Family Literacy Program.
- Weekly book lending opportunities.
Goal: To encourage healthy eating habits using a variety of nutritional foods, including country food.
- Healthy Breakfast/ Lunch prepared on-site and served daily
- Nutritious snacks prepared on-site and served daily
- All foods are based on the required Food Groups in the Day Nurseries Act, Canada's Guide to Healthy Eating
- Quarterly menus sent home and are posted on the Parent Bulletin Board
- Allergies posted and foods that trigger an allergy not served to that child
- Country food served as available
- Children's activities about nutrition and country food
3. Parent/Guardian Involvement
Goal: To include parents in all aspects of the Head Start program.
Parent/ Caregiver Activities:
- The Parent Orientation Night
- Parent volunteers
- Doing crafts/sewing
- Ongoing communication via phone, parent letters, email, and communication book
- Monthly program calendars
- Special family events: parties, outings, field trips, lunches
- Parenting courses and workshops
- Parent-Teacher meetings
- Board of Directors
- Participation/attendance at The Annual General Meeting
The foundation of success for the Sivummut Head Start is the involvement of parents and guardians in the program. Parents and guardians are the child's primary teachers and they have the most important influence on their child's development. It is the parents' right and responsibility to be involved in all aspects of the planning, development, implementation and evaluation of the program.
There are many ways to contribute to the program such as assisting teachers in the program, helping in the kitchen or office, building maintenance, going on field trips, helping the teachers prepare materials, sewing, doing crafts, snow removal, helping at social events and acting as a Member of the Board of Directors.
4. Culture and Language
Goal: To promote the retention of the Inuit culture and language.
- Community sharing: Elders, storytelling, sharing traditional knowledge, sewing, etc
- Program for children based on Inuit culture
- Children's performances in community i.e. National Aboriginal Day
- Inuktitut language used daily
- Traditional play items: bone games, string games, ulus, drums, amautis, atigis, kamiik, Inuit dolls
- Development and use of culturally appropriate activities and materials.
- Cultural events such as the annual "Inuit Day" in February
- Circles in Inuktitut i.e. songs, games, books
- Use of syllabics in the classroom i.e. labeling pictures and objects
A key part of the Sivummut Head Start Program is the cultural and language component. Activities, materials, special events, food, and family workshops reflect the Inuit culture. Inuktitut is an official language of the program and used throughout the day. It is the policy of the Ottawa Inuit Children's Centre to employ Inuit staff whenever possible.
5. Health Promotion
Goal: To promote and model healthy lifestyle choices for parents and children.
- Focus on the development of the "whole" child.
- Workshops on health/nutrition topics
- Dental care program (screening and varnishing)
- Policies and procedures to ensure health and safety of everyone
- Smoke free environment
- Children's activities promoting health and safety
- Regular outside play and physical activity for the children
- Monthly 'Well Child' checks
- Referrals when needed i.e. Wabano Centre for Aboriginal Health
6. Social Support
Goal: To provide advice, support and information to parents. To strengthen a parents support network and provide information.
- Regular contact with parents
- Informal one-on-one support
- Voluntary home visits
- Formal assessments on children when required or requested
- Individual program planning for children when required
- General referrals for parents
- Clothing/toy donations and exchange
- Parent support
- Ensured confidentiality
©2016 by The Ottawa Inuit Children's Centre | All Rights Reserved.


Mortensen Math
From Montessori Album
What's new?!
Mortensen Math was developed by Jerry Mortensen (V.J. Mortensen) while working as a Montessori elementary teacher in the 1970's. It is also called More Than Math.
Photos of standard Montessori lessons modified to be done with Mortensen blocks:
Mortensen Math Direct
This is the official Mortensen Math website, but the site is hard to navigate and many of the sections don't seem to be working.
Math-U-See is based on Mortensen Math, but the lessons are more structured and formal. They also more closely follow the order of skills as they would be taught in traditional schools. It was developed by Steve Demme after being trained in the Mortensen Math method. This is widely available as a homeschool curriculum.
Geoff White
This is the website of Geoff White who developed his own teacher's handbook for teaching Mortensen Math ($65 in.pdf form).
The blocks pictured here are Math-U-See blocks. They are the same colors and size as Mortensen blocks, but are easier to come by. (The quality is also a bit better.)
Mortensen 1-10.JPG Mortensen 100 10 1.JPG
Further Reading
Mortensen Instead essay by Judith Townsend


text:
Library Philosophy and Practice 2011
Appraisal of Classification Schemes and Their Effectiveness in Organizing Law Collections in Nigerian Law Faculties
O. I. Amusa
A. O. Iyoro
The University Library,
A law library is an organized collection\information sources to meet the needs of the legal profession and legal information needs of the legal public. Examples of law library are libraries found in court houses, Ministries of Justice, law firms or chambers, faculties of law, etc. A law library is crucial to legal practice and administration of justice because law is a specialized and very technical discipline. Hence, a law library is to legal practitioners, and judicial officers what instruments are to technologist, and apparatus to scientists. In order to accomplish these roles, the library performs the traditional functions of collection development, organization, retrieval and dissemination of legal and related information sources.
Two issues are crucial to the efficiency of law libraries. These issues are collection development, and organization of the collection. Collection development involves selection and acquisition of information sources which translate into collections of a library. Collections of law libraries are the bedrocks of all the services they can offer and determinant of the extent to which such services can be provided. These collections can be categorized into three, primary sources, secondary sources, and finding tools or tertiary sources.
Primary sources are the information sources containing law, they are books of law rather than books on law. Examples are Constitutions, Laws, Acts, Decrees, Edicts, Gazettes, Law reports i.e courts and appellate court decisions, regulations and ruling of administrative agencies. Secondary sources are information sources about law which are not themselves sources of legal authority. They vary widely in quality, form and authority. Although they lack legal authority in a formal sense, some may have a persuasive influence in the process of law-making by virtue of the recognized prestige of their authors or quality of their scholarship. Examples are journals, textbooks, treatises, commentaries, restatements and other periodicals. Finding tools or tertiary sources of legal information are means of locating the primary sources of legal information. They provide access to large body of law, great number of decisions and statutes issued over time. This facilitates effective operations of the doctrine of precedents because judge and legal practitioners can have access to decided cases relevant to a particular case or problem. Examples are digests of decisions, citators, encyclopedia, phase books, annotated statutory compilations, loose leaf services, and indexes.
Collections of a law library must be reasonably good and diverse. Such collections must include all the categories of information sources mentioned above, and available in both print and non print form. Legal information sources in non-print form are available in databases such as LEXIS-NEXIS, LAWTEL, and the INTERNET. FLICK (1997) notes that:
Most of legal resources on the Internet are designed for judges, lawyers, law students and researchers.
He mentioned other legal sites useful to non-lawyers such as Court TV, Nolo press, and Findlaw that offer gateways to helpful resources on legal information.
Organization of collections available in a law library facilitate easy access and retrieval of the information sources. There must be prior organization of the acquired information sources in order to provide access to them when they are needed by the users. Among the means of having access to collections of a law library are registers, bibliographies, and catalogues. These tools provide detail bibliographic information on each of the items in the library, and how they can be retrieved. The processes involved in organizing the resources of a law library is called cataloguing and classification.
Cataloguing deals with physical description of information source called bibliographic descriptions and allocation of subject headings to the information source using Standard Subject Heading List (sear's or LC). Classification on the other hand deals with assigning codes or notation representing the subject of an information source. Classification deals with determination of the subject of an information source and allocation of notation by which that information is shelved in the library. Ama (2003) described classification as
The systematic arrangement of library collections on the shelves. All documents on a subject and are related ones are brought together from the general to the specific.
Classification is crucial to the determination of placement of an information source in a library and where it is placed on the shelf. The extent to which a library collection are catalogued and classified is a factor of easy retrieval and access to the collections. Thus, the focus of this discourse is on examining Classification Schemes and their effectiveness in organizing law collections in Nigerian Law Faculties. Specifically, Common Classification Schemes, Dewey Decimal Classification (DDC), Library of Congress (LC) and Moy's Classification Scheme for law books will be examined.
Classification involves systematic grouping of information sources by subject contents and translation of the subjects into codes of ordinal numbers. These numbers represent definite subjects and serve as abbreviation for the name of the subjects they represents. The codes are called "call number" or "class mark"
Classification facilitates the following in law libraries:
To classify an information source, the classifier first establishes the main subject of the publication. This is checked with the subject heading in use by the Library. The classifier then checks the index of the classification scheme for the appropriate classification number. The number obtained from the index is confirmed from the schedule.
Classification schemes are the main tool in classifying information sources. They are publications containing systematically listed terms or notations representing discipline and sub-disciplines. They aim at assisting Librarians to organize Library resources, and the users in locating desired information sources easily and quickly. A typical classification scheme is in three parts, schedule, notation, and index. The schedule contain the list of all the main classes and sub-classes of the scheme; the notation is a sign or symbol in a definite order representing disciplines, and subjects listed in the schedule; and the Index is an alphabetical list of subject terms in the schedule with their corresponding notation. Index provides quick access to the schedule.
There are several classification schemes in use worldwide. Popular ones among them are:
Each of these schemes except Bernard Classification Scheme, have provisions for law collections and related disciplines. However, this discourse wilt focus on three schemes that are readily available in Nigeria. These are Dewey Decimal Classification (DDC), Library of Congress (LC) and Moy's Classification Scheme (MC). Special attention will be placed on their treatment of law collections.
A. Dewey, Decimal Classification Scheme (DDC)
This scheme was developed by the American librarian Melvil Dewey. DDC is structured hierarchically; it proceeds from the general to the specific. It arranges knowledge into 10 broad classes. Each main class is divided into 10 divisions, and each division is further divided into 10 sub-divisions until all the subject terms have been specified. Arrangement of classes in DDC is based on disciplines rather than subjects. The main feature of DDC are:
DDC treated law as a division, in the social science discipline. It provides class mark of 340 - 349 for law collections. These class marks are:
340 - Law
340.02-09 - Standard sub-divisions
3401-9 - Philosophy, and theory of Law, Comparative law, Law
reforms, legal systems, Conflicts of law
341 - International Law
342 - Constitutional and Administrative Law
343 - Military, defence, public property, public finance tax, trade(commerce), industrial law
344 - Labor, social problems and services, education cultural law
345 - Criminal law
346 - Private law
347 - Civil procedure and courts
348 - Law (statutes), regulations, cases
349 - Law of specific socio-economic regions and of specific jurisdiction and areas
Although DDC treated law as a division of social sciences, and allocates ten classes to it, the scheme can be deemed good enough for law collections because it allows for expansion through number building to meet specific subjects in law. The availability of auxiliary tables in the scheme also add to its suitability for law collections. The tables are:
Table 1: Standard sub-division
Table 2: Geographic Areas, Historical periods
Table 3: Sub-Divisions of Individual Literature
Table 4: Sub-Division of Individual Languages
Table 5: Racial, Ethnic and National Groups
Table 6: Languages
Table 7: Groups of persons
B. Library of Congress Classification Scheme (LC)
LC was developed out of the desire to fashion out a scheme that will be peculiar and adequately suit the collection of the library of congress in the United States of America. It is a scheme rooted in literary warrant i.e. the existing collections of the Library of Congress. The scheme divided the entire spectrum of knowledge into 26 classes and a class for general works. The classes in the scheme are published in separate schedules. These classes are designated with symbols or notation by letters of Alphabets A-Z, (without letters I, O, W, X, Y,) and Arabic numerals; this is referred to as mixed notation. Each class schedule has a synopsis that provides guidance to classifiers. The scheme start from general knowledge to the specific, and theoretical aspect to practical aspects of subjects.
Outline of the Library of Congress Classification Scheme is done below:
A - General Works
B - Philosophy and Religion
C - Auxiliary, Science of History
D - History, General
E - F - History, America
G - Geography, Anthropology, Folklore
H - Social Sciences
J - Political Sciences
K - Law
L - Education
M - Music
N - Fine Arts, Architecture
P - Language and Literature
Q - Science
R - Medicine
S - Agriculture (plant and animal industry)
T - Technology
U - Military Sciences
V - Naval Sciences
Z - Bibliography and Library Science
From the above outlines


one's front with the arms around the pillow and the head tilted to one side.
 - Starfish (5%) – on one's back with the arms around the pillow.
Stress positions
Stress positions place the human body in such a way that a great amount of weight is placed on just one or two muscles. Forcing prisoners to adopt such positions is a method of ill-treatment used for extracting information or as a punishment, possibly amounting to torture. Such positions also are sometimes used as a punishment for children.
Submissive positions
Submissive positions are often ceremonial and dictated by culture. They may be performed as a mutual sign of respect between equals or as a sign of submission to a higher-ranking individual or to a ceremonial object.
 - Bowing is the lowering of the head and torso towards the person or object of reverence, often briefly. The extent of a bow ranges from a simple head nod to a 90–degree bending at the waist. Though less common in Western cultures, it remains an important sign of respect in many Eastern cultures, and is also used in the ceremonies of various religions.
 - In bowing and scraping, the right hand is placed across the abdomen while the right leg is drawn or "scraped" back during a bow.
 - In Western cultures, it is often considered proper for women to perform a curtsey by bending the knees instead of a bow.
 - Genuflection (or genuflexion) is bending at least one knee to the ground, was from early times a gesture of deep respect for a superior.
 - Kneeling is associated with reverence, submission and obeisance.
 - Prostration is the placement of the body in a reverentially or submissively prone position.
Urination positions
For men, because of the flexible and protruding nature of the penis, it is simple to control the direction of the urine stream. Many men urinate in a standing position although they can also urinate sitting down or squatting.
For women, the urine direction is harder to control. Women most commonly urinate sitting or squatting, depending on the type of toilet. Many women are able to urinate standing, sometimes using a female urination device.
List of human positions Contexts articles: 74
See also
 1. ^ "Position." Dictionary.com, Unabridged (v 1.1). Random House, Inc. 24 October 2007. Reference.com
 2. ^ Fritz Wittels (1995). Freud and the Child Woman: The Memoirs of Fritz Wittels. Yale University Press. p. 49. ISBN 978-0-300-06485-8.
 3. ^ a b G.J. Engelmann (1883). Labor Among Primitive Peoples, St. Louis: J.H. Chambers. pp, 89-93. (Engelmann calls this the knee-hand or knee-elbow position)
 4. ^ Sacomori, Cinara; Fernando Luiz Cardoso (2010). "Sexual initiative and intercourse behavior during pregnancy among Brazilian women: a retrospective study". Journal of Sex & Marital Therapy. 36 (2): 124–136. doi:10.1080/00926230903554503. PMID 20169493.
 5. ^ a b c Hewes, GW (April 1955). "World distribution of certain postural habits". American Anthropologist. 57 (2): 231–44. doi:10.1525/aa.1955.57.2.02a00040. JSTOR 666393.
 6. ^ Dobrzynski, Judith H. (17 October 2004). "An Eye on China's Not So Rich and Famous". The New York Times. Retrieved 7 April 2010.
 7. ^ Abstract "Kinematic and kinetic validity of the inverted pendulum model in quiet standing", NIH
 9. ^ Brito, Leonardo Barbosa Barreto de; Ricardo, Djalma Rabelo; Araújo, Denise Sardinha Mendes Soares de; Ramos, Plínio Santos; Myers, Jonathan; Araújo, Claudio Gil Soares de (13 December 2012). "Ability to sit and rise from the floor as a predictor of all-cause mortality". European Journal of Preventive Cardiology. 21 (7): 892–898. doi:10.1177/2047487312471759. ISSN 2047-4873. PMID 23242910.
 10. ^ "The Roman Banquet". The Met. Metropolitan Museum of Art. Retrieved 13 April 2019.
 11. ^ "Reclining". A Virtual Passover. Retrieved 13 April 2019.
 13. ^ "knee-chest position". The Free Dictionary Medical Dictionary.
Further reading
External links


text:
Interested in Fresno?
We'll send you updates with the latest deals, reviews and articles for Fresno each week.
Fresno's history is built on the history of Fresno County which was named for Fresno Creek which was named for the vast number of ash trees in the area ("fresno" is Spanish for "ash tree"). Whew! But it was another creek—okay, a river—that really shaped the city's history. On Christmas Eve in 1867, the San Joaquin River flooded the city of Millerton, located in the northeast corner of Fresno County. When the flood waters receded, the citizens moved back... but they didn't forget.
In 1872, the Central Pacific Railroad added a station for its Southern Pacific line to service a large farm in Fresno County; it was called the Fresno Station and was later shortened to just Fresno. Eventually, a store was added to the farm and the station and the first seeds for a town were planted. Many Millerton residents, still remembering the flood, literally packed up and moved together to Fresno. In no time, Fresno displayed the accoutrements of a typical western town, like saloons; it also displayed the effects of a typical wild western town, with a busy sheriff, frequent fires and even its own damaging flood in 1884. Before the century was over, Fresno was incorporated as a city.


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One of the sons of the famous Veitch dynasty of English nurserymen with a business centred in Exeter.
At the age of 21 he was sent to Japan to collect plants by the Veitch nurseries in 1860 soon after the opening up of that country. He undertook a second expedition to Australia and the south seas in the summer of 1864, leaving Plymouth Sound for Sydney in the ship La Hogue. On the ship he was kept busy tending a collection of plants in Wardian cases destined for various friends and botanists in Australia.
He was soon invited to go on a cruise on HMS Slamander to explore the east coast of Australia and Cape York where he exchanged plants and seeds with the Aboriginals for tobacco. The following June he joined another Royal Navy trip to the Pacific and Norfolk Island on the HMS Curacao.
Source: Shephard, Sue (2003) 'Seeds of Fortune, a gardening dynasty' Bloomsbury, UK


The Unstable Manifold. Janet Frame's Challenge to Determinism
Document type: Monographs
Author(s): Karin Hansson
Title: The Unstable Manifold. Janet Frame's Challenge to Determinism
Series: Lund Studies in English
Year: 1996
Pagination: 149
ISBN: 91-7966-352-4
ISSN: 0076-1451
Publisher: Lund University Press
City: Lund
Organization: Blekinge Institute of Technology
Department: Dept. of the Humanities (Institutionen för humaniora)
Dept. of Humanities S-371 79 Karlskrona
+46 455 780 00
Authors e-mail:
Language: English
Abstract: The New Zealand writer Janet Frame has become known to the reading public mainly through her autobiographical trilogy comprising "To the Is-land", "An Angel at My Table", and "The Envoy from Mirror City". To a large extent critical attention has been autobiographically oriented, or otherwise focusing each of her eleven novels separately.
This study concentrates on the theme of adaptation and evolution in her entire oeuvre. Applying a more interdisciplinary and scientific approach than is usually practised in leterary criticism, it considers Frame's anti-Darwinian stance as "a Challenge to determinsim" calling material progress and adaptability into question. Novels like "Intensive Care", "Scented Gardens for the Blind", and "The Carpathians" are prophetic in picturing a cataclysmic end to human culture and civilization, it is true, but they also celebrate the power of imagination, memory and creativity. frame foresees not only horror and loneliness "at the edge of the alphabet" but also the possibility of a restoration of humanity and language after an era of unconditional adaptation.
Subject: The Humanities\English
Keywords: Literary criticism, New Zealand


//# Binary Integer Adder/Subtractor // A signed binary integer adder/subtractor, with 'carry_in', 'carry_out', // 'overflow', and all the intermediate 'carries' into each bit position (see // [Carry-In Calculator](./CarryIn_Binary.html) for their uses). // Addition/subtraction is selected with 'add_sub': 0 for an add // ('A+B+carry_in'), and 1 for a subtract ('A-B-carry_in'). This assignment // conveniently matches the convention of sign bits. Note that the 'overflow' // bit is only meaningful for signed numbers. For unsigned numbers, use // 'carry_out' instead. // On FPGAs, you are much better off letting the CAD tool infer the // add/subtract circuitry from the '+' or '-' operator itself, rather than // structurally describing it in logic, as the latter may not get mapped to // the fast, dedicated ripple-carry hardware. Wrapping all this into a module // hides the width adjustments necessary to get a warning-free synthesis of // carry logic, and enables correct carry and overflow calculations. // Because we handle the carry bits ourselves and do everything through an // unsigned addition, we don't depend on the tricky Verilog behaviour where // all terms of an expression must be declared signed else the expression is // silently evaluated as unsigned! 'default_nettype none module Adder_Subtractor_Binary #( parameter WORD_WIDTH = 0 ) ( input wire add_sub, // 0/1 -> A+B/A-B input wire carry_in, input wire [WORD_WIDTH-1:0] A, input wire [WORD_WIDTH-1:0] B, output reg [WORD_WIDTH-1:0] sum, output reg carry_out, output wire [WORD_WIDTH-1:0] carries, output reg overflow ); localparam ZERO = {WORD_WIDTH{1'b0}}; initial begin sum = ZERO; carry_out = 1'b0; overflow = 1'b0; end // Extend the 'carry_in' to the *unsigned* extended word width, so we don't // have width mismatches nor rely on sign extension, which is full of // pitfalls, and would trigger useless warnings in the CAD tools. wire [WORD_WIDTH-1:0] carry_in_extended; Width_Adjuster #(.WORD_WIDTH_IN (1),.SIGNED (0),.WORD_WIDTH_OUT (WORD_WIDTH) ) extend_carry_in (.original_input (carry_in),.adjusted_output (carry_in_extended) ); // Generate the 2's-complement negations of 'B' and 'carry_in_extended'. We do // this separately to have the negated terms available later for the // calculations of the 'carries' and of the 'overflow'. reg [WORD_WIDTH-1:0] B_negated = ZERO; reg [WORD_WIDTH-1:0] carry_in_extended_negated = ZERO; always @(*) begin B_negated = -B; carry_in_extended_negated = -carry_in_extended; end // Then, select the addition terms, depending on the 'add_sub' operation. reg [WORD_WIDTH-1:0] B_selected = ZERO; reg [WORD_WIDTH-1:0] carry_in_selected = ZERO; always @(*) begin B_selected = (add_sub == 1'b0)? B : B_negated; carry_in_selected = (add_sub == 1'b0)? carry_in_extended : carry_in_extended_negated; end // And add as usual. Since the left-hand side is one bit wider to hold // 'carry_out', all other terms are implicitly extended to that width (see // Verilog LRM, IEEE _PHONE_, Section 4.4, "Expression bit lengths"). // However, since I avoid implicit width extension as a way to reduce warnings // and prevent bugs, let's prepend a zero to all the unsigned right-hand terms // to make all widths match. // We could have done this more concisely by first widening all terms to // 'WORD_WIDTH+1', then selecting addition/subtraction in one line, but we // need the possibly negated terms later for the 'carries' and 'overflow' // calculation. always @(*) begin {carry_out, sum} = {1'b0, A} + {1'b0, B_selected} + {1'b0, carry_in_selected}; end // Finally, recover the carry *into* each bit from the selected addition // terms. The first bit of 'carries' is the same as 'carry_in'. We must do // this here rather than in the enclosing module, since if you are // subtracting, the negated 'B' term is not externally available. CarryIn_Binary #(.WORD_WIDTH (WORD_WIDTH) ) per_bit (.A (A),.B (B_selected),.sum (sum),.carryin (carries) ); // And compute the signed overflow, when the carry into and out from the MSB // do not agree. always @(*) begin overflow = (carries [WORD_WIDTH-1]!= carry_out); end endmodule


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The body of a person who dies goes into a state of rigor mortis within two to four hours. During this time, the chemical changes within the body cause the limbs and muscles to stiffen for up to four days. A cadaveric spasm, also called instant rigor, occurs post mortem in rare cases. A cadaveric spasm refers to the premature stiffening of a corpse before rigor mortis takes place. It is possible to mistake a cadaveric spasm for rigor mortis.
According to Pounder, you can establish the time of death using the rate method or the concurrence method. The rate method measures the changes that occur in a body after death. The concurrence method examines the details of the activity surrounding the death. The time on a watch that stopped working due to damage during a struggle, for example, can indicate the approximate time of death.
Look for and examine evidence found near or on the deceased's body. Such evidence can include bodily injuries, anamnestic evidence and environmental evidence. Forensic scientists find anamnestic evidence based on an individual's daily routines or habits. Environmental evidence refers to items found near a body, such as footprints or broken items.
Establish the current type of postmortem change in the body. According to Professor Derrick J. Pounder, head of the University of Dundee's Department of Forensic Medicine, these changes include algor mortis, rigor mortis, livor mortis and postmortem decomposition, adipocere or mummification. Algor mortis refers to the gradual cooling of a dead body, before rigor mortis takes place. A cadaveric spasm always takes place before rigor mortis; therefore, a body past the rigor mortis state will not experience a cadaveric spasm.
Figure out the deceased's body temperature to help establish the time of death. You may get the most accurate body temperature readings from a corpse via the rectum or by cutting a hole in the abdomen and placing a chemical thermometer in the opening. It is best to get a temperature reading as early as possible. The closer the temperature of a body is to the surrounding environment, the longer it has been dead. However, you must take into account factors such as layers of clothing, the temperature of the ground and humidity.
Learn the individual's degree of activity before death. Pounder states that for reasons unknown, a body may experience a postmortem cadaveric spasm after an episode of violence or intense emotions. A dead body tightly gripping a weapon, a defense object or environmental items surrounding the body — like grass — can indicate a cadaveric spasm.
Notice the involuntary movements of the deceased's body. Cadaveric spasms happen at the moment of death and persist through rigor mortis. In some instances, the body may appear to move or twitch as the muscles and joints begin to tighten during such a spasm, before rigor mortis. During this time, the muscles may tighten so much that it takes considerable force to move them or break a grip.


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Lakeshore Technical College Open Education
Selling PrinciplesWeek 1
Learning Plan 1
Overview of Personal Selling
In this learning plan you will learn about the importance of selling in business.
Analyze personal selling activities and sales management activities
- Define and explain the terms marketing and marketing concept.
- Answer the question, Why is marketing important to an organization?
- Illustrate how the firm's product, price, distribution, and promotion efforts are coordinated for maximum sales success.
- Explain why an organization should listen to its customers.
- Discuss the role of personal selling in the firm's marketing relationship efforts.
- Understand a salesperson's roles when practicing consultative selling.
- Read Chapter 1 - Overview of Personal Selling.
- View Video on the Importance of Selling in Business.
- View Article on the traits of highly successful salespeople.
- Read Chapter 2 - Building Trust and Sales Ethics.
- View Video on Developing Trust with Clients.
- Complete the Following Assignments for this Learning Plan.
- Describe the characteristics of an ethical salesperson. One half page or less.
- Describe the characteristics of an unethical salesperson. One half page or less.
- Briefly describe why you might or might not consider sales as a career. One half page or less.
- Complete Chapter 1 Case. One page or less.
- Research _URL_ and find a video relating to the content of this learning plan. Send the video to all of your classmates. View three videos that were sent to you. Summarize one of the videos that you felt was most interesting or informative. Half page or less.
- Research the internet and find an article relating to the content of this learning plan. Summarize the article. One page or less.


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A WHO Meeting on the Promotion and Development of Traditional medicine was held in Geneva from 28 November to 2 December 1977. The consultation was convened in response to the considerable interest evinced in traditional medicine at the Thirtieth World Health Assembly in 1977 and in the subsequent requests by Member States for technical collaboration in organizing educational and research activities in this field.
The aim of the Meeting was to assemble expert representatives of the major systems of traditional medicine to work together and suggest a plan of action to promote and develop various aspects of traditional medicine.
The specific objectives were to make practical suggestions on policy guidelines for the provision of materials and techniques, collaboration among different systems of health care, health education of the public, manpower development, organization of health services, the future development of traditional medicine and its utilization, particularly in the national health services, and relevant research.
A major problem for special consideration was the effective collaboration of different practitioners and their integration into an overall national health care delivery system.
The theme of the Meeting was "Promotion and development of traditional medicine". This report follows the discussion at the Meeting and includes sections on:
- Traditional medicine in health care
- Reasons for the promotion of traditional medicine
- Utilization of traditional medicine in national health care systems
- Integration of traditional medicine and modern medicine
- Manpower development for traditional medicine
- Research promotion and development in traditional medicine