Is it wrong to grow plants in gardens?
To sow a seed is a NOBLE deed; PROPAGATION is CONSERVATION (Professor Norm Deno)
As I ponder matters raised recently, I cannot but start to suspect that nowadays, whether some people consider it 'inappropriate' to grow ANY plants in gardens no matter what their origin? I had not really been aware of such thinking. Come to think of it, one leading horticultural figure did speak briefly to me about this many years ago but I had not appreciated that it was a main-stream issue.
Verbascums growing at Kew - perhaps originally introduced from Europe
AFTER ALL, every plant ever grown was "natural source"! And given that in every country of the world, gardeners are most interested in growing plants from other regions or countries, are we NOT permitted gardens? Of course, in the past "permits" did not exist or were not required to the extent they are today and are increasingly going to be in the future. I have encountered people from a number of countries who THINK certain plants growing in their gardens come from their countries but they are often mistaken. In the Philippines and India, many familiar garden plants are introductions - some dating back centuries (long before the famous early twentieth century plant hunters). In the Philippines, many plants were brought by the Spanish; their National Flower, which they string into leis and corsages is known as "Sampaguita" (JASMINUM SAMBAC) but is not a native! I regularly lecture on PLANT INTRODUCTIONS AT NATIONAL TRUST and other PROPERTIES, so probably have a better understanding about this subject than anyone else. Early plant introductions into the large houses on private estates, which became national trust properties, were primarily from tropical climes - such as epiphytic orchids (those growing on trees), which required orchid house or "stove" houses, which were heated. At one time, every big country house would be looking to grow each new introduction of tree. It was much later that greater interest was shown in perennials which would prove hardy in borders outside or Rhododendrons around the grounds. This was they "hey-day" of plant-hunting in the Himalaya and China.
I am NOT suggesting that there should be no RULES or REGULATIONS. Or that countries do not have the legal right to introduce such measures but it does not mean, however ADMIRABLE the objectives they should actually make an sense. Sometimes the 'legislation' actually ends up HARMING the'resources' it sets out to PROTECT! Expressing concerns about them or exposing shortcomings, DOES NOT mean that I have DISREGARDED such rules during the existence of Chadwell Seeds (_PHONE_) or my expeditions to the Himalaya, thinking, that some how such considerations did not apply to me. Might not anyone reading this (and having taken the trouble to read the rest of the relevant content on this web-site) conclude that in all probability, NOBODY knows more about the RULES and REGULATIONS (past and present); as some rules have only applied very recently or are in the process of entering into actual laws I am uncertain about the situation for 2016! Though as Chadwell Seeds has closed and I do not expect ever to be in a position to undertake another expedition in the Himalaya - given my present health, even a flight to Delhi would be crazy - then this is somewhat academic for me personally.
Alstromerias growing at Kew - perhaps originally introduced from South America
For example, the FULL implications of the Nagoya Protocol are only just starting to be FULLY understood. ALL rules, laws, legislation are OPEN TO INTERPRETATION - that is where the legal profession comes in and takes time for new rules to be fully UNDERSTOOD. Not all countries are signatories of the Nagoya Protocol. WHY? So presumably the "rules"/"recommendations" stemming from it do not apply in those countries? Why have all countries not signed up to it? Afghanistan has, whilst some of those with the largest economies have not. Why? Do the rules apply to residents of each country? I am not always sure. IF I, am unsure how to interpret SOME of the new rules, what about most mortals who are not as familiar with plants as I am?
There is the matter of "digging up" plants, as opposed to collection of seed (elsewhere, I comment that if done properly, collection of seed does not damage wild populations). Yes, in some circumstances, it is OK/justified. But I have never done this and actively advise against it. I always felt that live plant importation should solely be the domain of major botanic gardens, who had the necessary facilities and know-how to quarantine it. If in a country, a road is under construction, it seems perfectly reasonable to remove and attempt to grow in a garden (within the same country) live plants that would have otherwise been destroyed. And there have been legitimate projects to ATTEMPT TO conserve genuinely 'Rare and Endangered' plants ex-situ in botanic gardens, following removal of live material.
A lily originally introduced from China
I have never dug up live plant material and brought it back to the UK. Though I did on a few occasions import some bulbs - grown in the nursery/farm of P.Kohli & Co. in Kashmir - with the necessary phyto-sanitary certificate. Prem Nath Kohli was setting an outstanding example (now almost a century ago) by growing these bulbs in nursery beds, rather than collecting from the wild - as was happening in vast quantity in Turkey at one stage to supply British nurseries and garden centres up to at least the 1970s (I think). It was decades after Kohli set the example (and wrote about it expressing concerns about nature conservation, as he had articles published in scientific journals and was a part-time photo-journalist) that such nurseries were established in Turkey. Kohli was known as "The Tulip Man" in India at one time. He exported (from his nursery) tulip bulbs (legally) to Holland, which were used in their breeding programmes. I can sometimes detect some Kashmir ancestry in displays of tulips in parks in the UK. Biologists at the University of Kashmir were able to undertake cytological studies of native TULIPA species thanks to Kohli.
Returning to my main point. Why would anyone consider it wrong to grow plants in gardens from seed, provided the necessary rules were abided by? The conduct of colonial powers, whose representatives often went and "took" or "exploited" around the globe might make some worry that this is continuing. Though the plants/seeds that they paid most attention to were primarily of culinary or medicinal (drug) usage. The Portugese first came to India centuries ago to trade in spices. And think of the "Opium Trade" in China. Opium comes primarily from the pods of OPIUM POPPY. Cocaine comes from the leaves of a plant. Tea is a plant. Rubber originally came a plant. Plants of ornamental merit (i.e. of possible garden value) were a minor consideration.
The order beds at Kew - originally planted to teach 'botany'/'medical' students about identifying plants belonging to the same families/genera - herbal medicine was the main health care system in the UK centuries ago - as it still is in Bhutan
So is there anything fundamentally wrong about British gardeners admiring flowers from around the world in British gardens (botanic or otherwise)? Absolutely not. Should this continue? Yes. Should it be possible for British gardeners to obtain seed of Himalayan plants (and plants from other parts of the world)? Yes. But it is going to be increasingly difficult to do so.
What is the harm in not having gardens, some may argue, IF, as some may WRONGLY think, it helps protect Himalayan plants in the Himalaya (or wild plants anywhere). Firstly, this would do nothing to HELP conserve such plants (I demonstrate it actually harms them elsewhere). Yes there are major threats to populations of wild Himalayan plants in the Himalaya (which I shall highlight) or plant in other regions of the world. Sensible seed-collection is not one of them! See:
In fact, NOT permitting seed collection (and associated gathering of botanical specimens) will DAMAGE efforts to protect Himalayan flora! See:
A BAN on growing PLANTS from seed from around the World, MAKES NO SENSE and does harm to those plants..... Strange what the truth is.... But Chris Chadwell must be mistaken, after all MORE rules & regulations MUST work - that is WRONG, as I am attempting to explain on my web-site.


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Mountain Sandwort, Minuartia glabra
Catoctin Creek Glade
Photograph by R.H. Wiegand
This small, white-flowered plant was unknown in Maryland until discovered by a Maryland Natural Heritage Program ecologist in 1989.
Mountain Sandwort, Minuartia glabra, flowers in July on open areas underlain by basalt or granite.†The plant is scattered throughout the upper latitudes of the northern hemisphere, but this basalt glade on Catoctin Mountain is its only know location in Maryland, where it is listed as State Endangered.
Finding and monitoring unique habitats and species, such as the Mountain Sandwort, are the primary responsibility of the Maryland Natural Heritage Program. This field work provides the basis for further research and protection efforts.
Plants and Wildlife
- Natural Heritage Program
- Guide to Marylandís Natural Areas
- Maryland Natural Areas News
- Maryland Wildlife Lists
- Rare, Threatened & Endangered Species
- Rare, Threatened & Endangered Plants
- Rare, Threatened & Endangered Animals
- Natural Plant Communities
- Invasive and Exotic Species
- Maryland's Wildlife Diversity Conservation Plan
- Game Mammals
- Game Birds
- Wildlife Problems?
- Digital Data & Products
- Environmental Review
- Birding in Maryland
- The Migratory Bird Treaty Act
- Maryland Naturalist Organizations
- Contact Us

source: HuggingFaceFW/fineweb-edu


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The New Colossus: Our Beacon to Immigrants
Lesson 12 of 12
Objective: SWBAT...compare and contrast the Statue of Liberty and the Colossus of Rhodes to determine the symbolization of Motherhood, Light and Immigrants and the overall theme of "The New Colossus" poem.
Creating the Purpose
My purpose for this lesson is to have students connect what they have learned in history about the colonists fights for freedom and liberty - to what they have learned in reading about immigrants and refugees - to what they learned about choosing words carefully and freedom of speech in this poetry unit to build understanding of the symbolism of our Statue of Liberty. The big idea is the evaluation of the wording and relevance of the poem "The New Colossus" and how this connects to the beliefs our government was established on.
There are a lot of components to this lesson and I want to keep students interactively involved in the learning, so I chose to begin this unit with an inquiry based question which asks them to compare the two statues.
I start the lesson with a sheet of paper and pencils on each of the table groups (I have 6) with a picture of two statues on each - The Colossus of Rhodes and The Statue of Liberty. I share that they are going to work as a group to identify things that are similar and different about the statues and then respond to the question at the bottom of their sheet:
What mood does each of the statues create for viewers (how does looking at them make you feel)?
I ask this because I want to open the discussion for why a man and woman were chosen to represent a people and how our viewpoints of each gender differs.
I give them 5 minutes to write their answers and then ask them to share out as teams some of their responses. As we add to the discussion students begin to make connections to more and more details.
I now share the Statue Facts and educate students on who, what and why these statues came to be built. I now share the objective that today we are going to read and evaluate the meaning of the poem, "The New Colossus" to determine the symbolism of the statue and the author's lesson.
Guiding the Learning
In this section I want to review to activate their prior knowledge about what we have learned about American history. I ask - "Why did we declare independence from the British in the Revolutionary War?". I take responses and then prompt them by sharing our forefathers believed that everyone should be welcome in the United States so they people from all countries come to live and work here. I remind them about when they created the welcoming brochures in our immigrant unit.
I introduce Emily Lazarus, a young female poet at that time. and share that she was so inspired by the statue that she wrote a poem titled, "The New Colossus" - I ask why she might have titled her poem?
I then pass out the The New Colossus student poem (I have underlined key words and phrases to help them focus on the meaning of smaller sections to build to the larger meaning). I share that I will be reading the poem to them and that as I do I want them to listen, write questions on parts that are confusing and underline any vocabulary that they find difficult to understand. (I'm looking for words like Yearn, Wretched, Teeming, Exiled, Pomp and Tempest).
As I read I do a The New Colossus Think Aloud identifying a few parts to help them build understanding so that they can respond to the next part of the lesson independently.
After the first read I ask students to share their unfamiliar words - I write these on the board and give students context clue sentences or use the words in a familiar way to help them build understanding and then write the definitions we come up with on the board.
I post the large copy of the poem and give students Post-it Notes. I instruct students that they are going to help us determine the meaning of the stanzas of the poem using these notes. As they read with their partners they will write down information that describes the meaning of the phrases that are underlined and add it to our chart. Together we will make a goal of defining all of the sections to learn the author's lesson in the poem. They are instructed that their goal is to add two or more kid-friendly definitions to the chart.
I model the first Post-it by sharing that in the first stanza the author states "brazen giant of Greek fame, With conquering limbs astride from land to land" - share that I know the picture of The Colossus of Rhodes is a Greek god and he is standing with his feet on two different land masses - so I think she is talking about this statue here. I add my Post-it with The Colossus of Rhodes to the chart.
After modeling how to use post-it notes to document their thinking, students begin to share their thinking about the author's message in the poem by adding Post-it notes to the chart.
I have students continue to work in small groups to navigate through the poem. I circulate through the classroom to help support students who need help figuring out the meaning of the poem.
As students finish I ask the Big Question - What was Emma Lazarus, the author's, message for readers in her poem? What was the most important thing she wanted them to know about America?
Closing the Loop
Student groups share their author's messages and the sections of the poem that gave them the most evidence to support their positions.
I ask them what might be some reasons to chose a woman to represent our country and not a man? We share their thinking. I want students to make the connection that our doors were open in peacefulness for friends and family and mighty powers against anyone who threatened our people - just like a mother would protect her children. I end by sharing that the poem deals with the topic of immigration and how all friendly immigrants are welcomed by the Statue of Liberty which is a symbol for America.
I have students respond to the The New Colossus exit ticket question sheet defining the meaning of the imagery of motherhood, light and immigrants in the poem. I will use this to assess their independent levels of understanding which will determine which lesson I teach next in the unit.

source: openbmb/Ultra-FineWeb


LO: To describe the features and purpose of clock faces.
 - Relate the function of clocks to the telling of time
 - Show awareness that a clock changes in response to time in a daily cycle
 - Recognise that hands on an analogue clock move and numbers on a digital clock change as time is passing and that both are providing the same information


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Is it safe to drink diet soda during pregnancy?
There are no scientific studies that show adversarial effects on pregnant women who enjoy no more than one diet soft drink per day. While one diet soda a day may not seem like much, most dieticians and doctors recommend limiting your soda intake in this way so as to consume more juice, water and milk which each supply more health benefits and nutrients than soda. There are, however, a few aspects to consider.
NutraSweet, the brand name of aspartame, is a non-caloric sweetener used in diet sodas and many other foods. It is made up of two amino acids. The digestive track breaks down aspartame the same way that it would break down any other protein during digestion.
One of the proteins that make up part of aspartame is phenylalanine. Phenylketonuria (also called PKU) is a rare hereditary condition in which this particular protein is not metabolized. If you have a family history of PKU, you might consider getting tested. If you take in too much phenylalanine while you are pregnant, there is a risk because the high levels of phenylalanine can cause damage to the fetus.
In a healthy person fed sixty 12-oz cans of diet soda at one time, blood phenylalanine levels peak well below the sustained concentration level deemed harmful. Unless you suffer from PKU, phenylalanine does not seem to pose any threat.
Saccharin is another sweetener found in some soft drinks. It has been found to have teratogenic (causing abnormal fetal development and birth defects) effects in rats. It has also been shown to cause cancer in rats as well. Human studies have not found these effects. However, it is probably best to err on the side of caution when it comes to Saccharin.


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GUSTINE, TEXAS. Gustine, in southeastern Comanche County, was settled about 1873 by H. H. Blankenship and M. B. Odell. The first settlement, which was called Old Evergreen, was about three-quarters of a mile northeast of the present site. The post office was established on January 6, 1888, with Samuel Gustine, for whom the town is named, as first postmaster. Religious services were held under a tree until a union church was built. The first store was built in 1889. In the early 1890s the town was moved to its present site to take advantage of a newly opened road between Comanche and Hamilton. By 1895 the town had eight or ten residences, a school, a cotton gin, a corn mill, and a general store. Aided by the arrival of the Cotton Belt line (officially known as the St. Louis Southwestern Railway of Texas) in 1911, Gustine thrived; its three churches, two banks, one newspaper, and other businesses served a population of 900 in 1914. The next year Gustine was incorporated. In 1940 its population was only 409, but it remained at roughly that level through the mid-1960s. The community's population reached a low of 324 in 1980, but by 1986 a population of 416, a bank, eight other businesses, and a post office were reported there. In the 1980s Gustine was an agricultural community with an economy based on cattle, goats, hogs, grain, peanuts, pecans, and fruits. In 1990 the population was 430, and in 2000 it was 457.
Comanche County Bicentennial Committee, Patchwork of Memories: Historical Sketches of Comanche County, Texas (Brownwood, Texas: Banner Printing, 1976). Kathleen E. and Clifton R. St. Clair, eds., Little Towns of Texas (Jacksonville, Texas: Jayroe Graphic Arts, 1982).
The following, adapted from the Chicago Manual of Style, 15th edition, is the preferred citation for this article.Tracey L. Compton, "GUSTINE, TX," Handbook of Texas Online (_URL_ accessed May 25, 2013. Published by the Texas State Historical Association.


Critical Consumerism
This Critical Consumerism lesson plan also includes:
What are ads really selling? High schoolers examine persuasive techniques used by print and television advertisements. They generate a list of persuasive techniques they're familiar with, and review other types argumentation and persuasion techniques. Then they write a paragraph using these and trade with a partner. Each reader identifies the style used (ethos, pathos, or logos).
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Classroom Considerations


Change Management & First Deployment
Updated 1 year ago by Copado Solutions
Copado Change Management setup will let you achieve best practices in your release management process. With this setup you will be able to control your user stories and their metadata changes as they move through your environment landscape until they finally reach the production environment.
Setup Steps
 1. Create a new project and link it to your pipeline.
 2. Create a user story:
 - In the Project field, select your new project.
 - In the Environment field, select the source environment where you will develop the user story. This environment has to be present in your pipeline.
 - In the Org Credential field select the org credential that corresponds to the environment you have previously selected.
 - Click on Save.
 3. Commit files within the user story by clicking on Commit Changes. Select a couple of metadata components for testing purposes.
 4. Edit the user story and check the Ready to Promote checkbox or click on Submit:
 1. Create a promotion:
 - In the Project field select the project you have already created.
 - In the Source Environment field select the environment where you have been developing your user story. The source org credential and the destination environment and org credential will be populated based on the source environment selected.
 - Click on Save.
 - The user story should appear on the Selected User Stories section. Select it and click on Create Deployment.
 - A new deployment will appear in the Deployments related list. Click on it and you will be redirected to the Deployment detail page.
 2. In the Deployment detail page you will notice that there is a source org and a corresponding destination org (as defined in your pipeline).
 - Click on the Git Promotion step. A table will appear with the metadata components that were committed, which will be deployed to the destination org.
 3. Once the deployment is finished, check the following changes:
 - In the destination org you will find that the metadata components were successfully deployed.
 - In the repository branch linked to the destination org, you will see that the user story files were recently merged.
 - If you open the user story, you will notice the environment has changed from the original value to the destination environment. Now, this user story can be tested again in the new org, and whenever it is ready to be promoted to the next environment, just repeat the promotion process.
How did we do?


1. Bacillus abortus Bang can be regularly recovered from guinea pigs inoculated with material containing the bacillus within 3 to 4 weeks.
2. The method is especially useful in recovering the organism from fetal membranes which, as a rule, are obtained after having come in contact with fecal matter, bedding, etc.
3. The spleen is the organ in which the bacteria are regularly present and in largest numbers. Cultures must be made from it to ensure success.
This content is only available as a PDF.


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- Every student should carry his / her Almanac to school every day.
- Parents are requested to avail the school bus facilities for their children to ease the pressure of traffic in the neighbourhood.
- Class Teacher's Period is a signal for all to go to their respective classrooms. This should be done promptly, in an orderly manner and in silence. As soon as they are in their classes, students must get ready for the class assembly.
- Changing of classrooms between periods should be done in silence and in an orderly manner. Students must move in a single file and not crowd outside classrooms, in between periods. Bags are not to be carried from one to another classroom.
- It is compulsory for all students of Ruby Park Public School to use only the specified school bag (with School Monogram), available at the school bookshop.
- Students should be clean and always neatly dressed. The school uniform should be worn on all working days and for all school functions. Students who are not in proper uniform will not be allowed to enter their classrooms and may be sent home.
- Parents must ensure that the girl students wear knee length skirt and the boy students wear their trousers from the waist and not below it.
- Non-Sikh boys should get their hair cut at regular intervals.
- Students are not allowed to bring any sharp instrument to school.
- No book, (other than text books or library books) magazine or paper may be brought to school without the Class Teacher's permission.
- Lending or borrowing of money or other articles is not permitted.
- Students who come to school accompanied by a domestic help should never leave school before the person arrives. In case of delay, they should report to the school office. Prior permission is needed from the school authorities, if the student has to return home unaccompanied by an adult (Class VI upwards).
Any child seen loitering around after being handed over to the attendant carrying escort card, will have to face strict action.
- The School reserves the right to issue TC to students on the ground of indisciplinary activities.
- Any student repeating a particular class for 2 consecutive years will be issued TC as per the CBSE Rules.
- 15. Bursting crackers or splashing colours during Diwali/Holi or any other occasion in the school premises or in school buses is strictly forbidden. Non-compliance with these instructions can result in expulsion from the school.
- Parents of students availing the school bus must seek prior written permission from the Principal, if they want to take their wards home privately.


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A simplified guide to your housing and eviction rights
What is the purpose of this leaflet?Many women are evicted from their homes by their husbands, partners, family members or the owners of their homes. Often, women are evicted with their children and do not have anywhere else to live. They then turn to shelters for temporary assistance or live in undesirable and unhealthy living conditions.
Sometimes these women have contributed to the home financially or in other ways such as by cleaning and maintaining the home or by taking care of the children. The husband or partner is then able to go to work and earn money to pay the bond over the property or the rent.
Some women reside on land in farm, agricultural or rural areas and are evicted from their homes with their children by the owners of the land
Women do not always know what their legal rights are to housing or their rights in terms of evictions and are evicted from their homes unfairly and illegally.
There are also circumstances where women who are in abusive marriages or relationships share a home with a husband, partner, exhusband, expartner or family member who abuses them. They are not aware that they can obtain a protection order that prohibits the abuser from entering the home or a part of the home.


intervals it is strongly recommended to use API CJ-4 low ash lube oil in North America and equivalent ACEA-E9 lube oil in the EU.
Fuel Requirements
Is ULSD fuel legally required for Tier 4 Interim engines?
Yes. In North America, Ultra Low Sulfur Diesel (ULSD) is legally required for Tier 4 Interim engines. The ULSD must contain 15 parts-per-millions (ppm) or less sulfur content.
Does the European Union have the same fuel requirements for Stage IIIB engines?
In the European Union, Ultra Low Sulfur Diesel (ULSD) must legally be 10-ppm at the point of manufacture and is expected to be 15-ppm at the point of use.
Will ULSD be available outside of North America and the European Union?
Availability of ULSD is very limited outside of North America and the European Union – so it is critical to not operate an engine requiring ULSD in a country without available ULSD supply. Using high sulfur content fuel will damage the engine and aftertreatment system.
Could today's fuel be used in Tier 4 Interim engines?
Tier 4 Interim engines must use ULSD. It is not possible to comply with the legally required PM emissions standard with today's off-highway fuel which has a higher sulfur content.
What happens if higher sulfur fuel is inadvertently used?
A one time inadvertent tank of diesel fuel with greater than 15-ppm sulfur content will not damage the engine and aftertreatment system. The system will clean itself out when ULSD is re-introduced.
However, continued improper fuel use of sulfur levels greater than 15-ppm with Cummins Tier 4 Interim engines can permanently damage the engine and aftertreatment systems within a short period of time. This damage could possibly cause the engine to be inoperable and cause unplanned downtime and expenses.
Is the engine warranty affected if ULSD is not used?
Yes. Improper fuel use of sulfur levels greater than 15-ppm with Cummins Tier 4 Interim engines can result in denial of warranty coverage for any damage caused by using fuel with sulfur content greater than 15 ppm.
Can ULSD be used in Tier 3 or other engines?
Yes. Current engines will work fine on ULSD. It is backwards compatible.
When will ULSD fuel be available?
ULSD is available today. ULSD was widely introduced in North America in 2006 and more recently in the European Union for emission compliant on-highway engines. Cummins anticipates that ULSD for off-highway applications will be widely available for Tier 4 Interim engines in 2011. Both the EPA and EU have a schedule in place with fuel producers and distributors to make ULSD available.
Can biodiesel fuel be used with Cummins Tier 4 Interim engines?
Cummins Tier 4 Interim engines are compatible with Biodiesel blends up to B20 as long as the fuel does not exceed 15 ppm sulfur content.
Does Cummins Tier 4 Interim technology change the current warranty coverage?
Cummins current engine warranty will become a broader engine and system warranty for Tier 4 Interim by incorporating the Cummins Particulate Filter aftertreatment and Direct Flow air cleaner housing. Warranty hours, terms and conditions remain unchanged for Tier 4.
What happens if Tier 4 Interim engines are exported and operated outside of their intended emissions region?
Tier 4 engines and aftertreatment which are exported and operated outside of their intended emissions region will not carry a warranty. The very low emissions levels for Tier 4 Interim require specific technology that is not appropriate for regions with less severe standards.
Cummins is committed to manufacturing engines that provide optimal performance for their users as well as meeting emissions regulations. Since emissions standards vary across the world, Cummins designs its products to meet the standards of an individual country and/or emissions region. Equipment manufacturers, dealers and customers should carefully select the correct engine to meet the emissions requirements of their respective country.
Field Test Experience
What Tier 4 field test experience does Cummins have?
The first of our Tier 4 Interim field test engines started running in the field and earning revenue for the operator in June 2008. Tier 4 represents the most extensive development, concept installation and field test program that Cummins has ever undertaken with off-highway engines.
We have been deliberate in selecting specific customer field tests to cover the widest possible spectrum of machine types and duty cycles.
How are the Tier 4 engines performing?
The message from the operators is that Cummins Tier 4 Interim solution is dependable, reduces their operating costs and improves the performance of their machines. Operators preferred the Tier 4 powered machine for its responsiveness and improved productivity.
The field test program surpassed an overall 20,000 hours of operation in January 2010 and continues to rapidly accelerate the total number of hours. The field test machines are remotely monitored over the cellular network which enables Cummins engineers to quickly fine tune engine calibrations to further enhance Tier 4 equipment productivity.
To what extent are you working with equipment manufacturers?
Cummins is deeply involved with our OEM partners in the machine integration of Tier 4 Interim engines and aftertreatment in off-highway equipment. We will have hardware prototypes running in over 100 Tier 4 Interim installations with our equipment partners in the early part of 2010. We have hundreds of OEMs engaged in virtual prototypes. Our OEM installations combined with concept and field test activity represents a broader range of equipment experience with Tier 4 than anyone else in the industry.
What is the opinion of the Tier 4 field test operators?
Cummins field test installations are receiving excellence testimonial comments from equipment owners and operators who prefer the cleaner, more fuel efficient and responsive Tier 4 Interim engines compared with Tier 3 powered equipment. Some of these comments are shown below:
"...we prefer to use the Tier 4 because it is quieter, much more response, no downtime, no problems..."
"...our fuel efficiency has improved by at least 5% with this machine..."
"...it's amazingly better, yes, a lot stronger, a lot faster, a lot quicker, everything..."
"...Tier 3 was nice - and now this one is a whole lot better engine...".
"...the fact that you don't have to do anything to make the Tier 4 system function is the best integration..."
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Event Detection / Handling in Smart Energy Environments
The goal of this PhD project is the formalization and the development of a generic event detection process applied to serve various smart energy environments such as Smart Buildings, Smart Grids, and Smart Cities for example. By automatically detecting the events that could arise in such environments, event handling mechanisms can be put into place. This could serve for improved conceptualization and management of these environments, both from an energetic and utility point of view.
The study is designed to develop a technological base that offers:
- A generic framework for event detection
- A platform enabling the integration of the event detection mechanism into different smart energy networks
- An intelligent processing that allows not only event detection but also provides event handling and a better overall understanding of these environments
- Data Mining
- Event Detection
The LIUPPA (laboratory) MOVIES team
LIUPPA is a computer science laboratory related to the "Université de PAU et des Pays de l'Adour" (UPPA), and interested in the formalization of digital ecosystems in multimedia sensory networks and microgrids. The lab is present in the various campuses of the university in southern France, particulary in Anglet, Mont-de-Marsan, and Pau.
The lab contains two teams: T2I and MOVIES each dedicated to different research activities.
A generic framework for event detection
- Mansour, Elio, et al. "F-SED: Feature-Centric Social Event Detection." International Conference on Database and Expert Systems Applications. Springer, Cham, 2017.
Currently there are no external links available…


Can I have a field which is auto-filled with known values.
In order to create a field which automatically takes the known values from inside your contacts database, you need to create a autofilled selectbox field. Here we describe how you can activate and use this field.
Navitage with the left navigation menu towards your Fields section.
Once you have clicked the Fields section.
When you adapt or create a new field by clicking or the or button.
Inside the popup which opens up, you need to specify the field type as autofilled selectbox.
With the autofill values buttopn, you populate this field with values already known present in contacts database.
Now when you search this button will be presented as a dropdown selcetion box with the known values for this field.


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to the tactile but also to the tracings where your vision is so close to the perceived object it fills the entire space of vision. No grounding, no vanishing point, no edges or surroundings.
I have previously set up a dualism between Aboriginal art (smooth space/haptic) and what I have referred to as striated, metric or linear art (striated/optic). The opposite of the haptic is the optic. Optic space is best described as linear perspective or panorama, it always contains the universal limit of the vanishing point. Haptic is the space of the near seer's, optic is the perspective of the far seer's.
In Aboriginal art a symbol may be open to several interpretations. Concentric circles provide a good example; they could refer to growth rings in the tree or the growth rings in the sand as the seed grows into a tree. It may refer to a water hole or the flow of water over time. Smooth space art deals with movements over time, the graphs of events rather than signs and unitary signifiers.
The difference between haptic and optic is the difference between the optic linear perspective's subordination to the vanishing point, and the haptic, which is subordinated to its proximity to the real or the actual. This is the fundamental difference, which these two artistic perspectives express.
Aboriginal art does not necessarily challenge capitalist technology. In a post-modern way, it criticizes without destroying. Deluze and Guattari claim that with 20/20 hindsight capitalist technology has become Retroactively projected to be co-extensive with the fields of nature history and society. Therefore, it is possible to escape the dichotomy of Aboriginal art and non-Aboriginal art in favour of opening out onto a new economic plane of immanence.
Aboriginal art denies the codes that capitalist technology uses to over code all flows of exchange production and recording and thus presents a perspective which is closer to the lived real experiences of individuals and the society they are situated in.
"Art therefore has a role analogous to psychoanalysis: It aims to bring the social unconscious into consciousness by making the recipient feel the implicit presuppositions that are at work in various social situations."
There is representation from within an Aboriginal discourse, and representation of the Aboriginal discourse. Through representation, Abstract and ideological ideas are given concrete form. Representation from different perspectives can be used to demonstrate and affect other perspectives.
Capitalism deterritorialises Aboriginality by subverting the traditional roles that would limit and control social relations and productions (e.g. kinship, language, and geography). Capitalism reduces all social relations to universal equivalence. Capitalist technology itself has falsely been thought of as a natural process – the "progression" from tribal to despotic to capitalist society.
If technology is a process of machinic relations, Aboriginal Art is an abstract machine component, in the economic production of art, in the sense that it is a process of the deterritorialisation of pre capitalist Aboriginal Australia. This was achieved by means of the imposition of a new symbolic order, Aboriginality is therefore reterritorialised within present day capitalist society.
Everyone desires the desires of others. The individual is the desire of others. There is no individual.
"The problem is that the self isn't real. The self is a necessary illusion that allows us to function in time, to create law, morality, art and the rest of civilization. But it was never meant to save us from death, or imbue our lives with meaning and purpose. The self is the root of selfishness, and selfishness is what makes us unhappy. Too much concentration on ourselves makes us anxious, because the self cannot support the weight. That is the difference between the self and the soul."
"Why return to the primitives, when it is a question of our own life? The fact is that the notion of segmentarity was constructed by ethnologists to account for so called primitive societies, which have no fixed, central state apparatus and no global power mechanisms or specialized political institutions."
Deleuze and Guattari
Desire is social rather than familial. Desire is learnt through experiences within the external world. The world makes our mind up for us. Desire is the underlying motivational force in the individual, within the experiences in their early childhood and in their family life.
Desire explains how the individuals relationship to their Mother, Father and authority figures is played out in micro scale, within the family unit and childhood. And the how these experiences can then express themselves in the macro scale of the behaviour of the individual within the authoritarian institutions of the socius; school, office, army, factory, hospital, prison. The mechanosphere. A medical, scientific, sexual, socio, technological, chemical, militarial, industrial, capitalistic machinic arrangement. The world before our eyes and senses is the external collective consciousness that our subconscious connects into.
How does desire progress from the familial to the social?
The focus on the self by both the individual and their society is primarily concerned with sub - individual body parts and their supra - individual connection because these processes are a qualitative and quantifiable figurative object that can be used by paranoid institutional agencies to measure individuals and regulate their desire.
The production of desire is a question of why do we do what we do, what are the drives, motivations and forces behind all of our everyday actions. There is no such thing as fate. Consciousness is the product of unconsciousness. Speech is the product of memory. Language is the product of history.
Multiplicity, creation and desire are the principal elements of the social unconsciousness for D & G.
Desire is a primary force rather than a secondary goal. Pleasure and happiness is a by-product, desire is immediate and more profound than pleasure. Desire is co-extensive with the individual and the collective social energy. Desire is a will to power the external world by de-intensifying the internal self.
Desire is a material it is not imaginary. Desire is indifferent to personal identity or linguistic expression. Desire is pure multiplicity independent of any unity. Desire is immanent to a plane that it does not pre-exist.
Deleuze and Guttari divide the experience of the socius and the individual into three interconnecting planes of consistency.
3 TYPES OF DESIRING PRODUCTION
SUPRAINDIVIDUAL LEVEL
Social interconnections "this is where "lack" "scarcity" is created
Society, the world, external, you
tc \l5 "INDIVIDUAL LEVELSelf or ego and all it's guises (this is where lack is lived)
Me, myself and I, the body.
tc \l5 "self or ego and all it's guises (this is where lack is lived)
SUB INDIVIDUAL LEVEL / ELEMENTAL LEVEL
Bodily parts and other fragments
Virus', language, molecules, matter. Internal
A plane of interconnections at the sub-individual level gives a body consistency enough for the individual to connect with the supra individual level of the external world.
To use a political analogy we would look at the three assemblages above as being federal, state and local government. The three parts intermix to construct the nation state (self) and the individual particular to a specific environment.
Desiring Production - nothing that involves concrete content or substance lacks anything, psychoanalysis bases desire on a perceived lack. Freudianism focus is on the individual level. Marxism focus is on supra – individual. Science Fiction focuses on the sub individual
DELUZE and GUTTARI totally leave out the individual level and work with a single realm of desiring production. Much like the abolition of State government would increase federal and local government through placing responsibility on the individual within the commonwealth to regulate their own desire.
Never trust a triangle. Dualism's and paradigms are bad enough. The most useful form of desiring production is by accelerating a multiplicity of possibilities that crack open both society and the individuals desire to repress themselves and others.
Freud elaborated a method of restricting, regulating desire within the family unit. The Oedipal complex is a triangular family structure which psychoanalysis reinforces within its interpretation of the subject. The Oedipal triangle is a rivalry and is set up in the family in a way in which one part plays against the two-thirds. Through Jealousy or fear.
The Oedipus complex replays itself in all types of social relations. At work, whether through fraternal office rivalries or the authoritative imperatives of the big boss. Many other examples are possible. The triangulation of desire exists in all types of rivalries. Another embodiment is where one part of the triangle can know the Oedipal structure and play against the other two parts for the greater good of all three. Guilt - law.
Knowledge of Oedipalisation and how to Oedopolize is first learnt in the family and is reproduced during different situations in social life. Take the duality between Psychoanalysis and institutions. An orphan or the child of a single parent has historically suffered the stigma of bastardisation. This reinforces pre existing methods of desiring production rather than breaking them by always reconstituting the subject within the family as being a part of the society of the family that is the dominant cultural code.
The production and reading of cultural code and cultural capital. The impositions of the dominant cultural codes are prostheticaly imposed on the individual during early childhood. Things like nursery rhymes, times tables, playgrounds etc. all introduce the child to cultural codes and the different ways an individual accepts or rejects reading and manipulating them. Coupled with the child's home life where they are learning the codes of the family unit the child forms ideas about the individual and about the limits to experience and the consequences of different actions and thoughts


The Daughters of Carrawburgh
Sam Layton, a respected psychic medium, is called upon by a reclusive landowner to determine how a murder at a prehistoric stone circle relates to human sacrifices that have occurred there through antiquity. He joins forces with Emma, an archaeologist grieving for her husband recently killed at the site, but events begin to affect him on a personal and dangerous level …
Whilst investigating the paranormal occurrences in the area, and with the discovery of more gruesome archaeological finds, Layton believes they relate to events locked away in his childhood memories. He is also desperate to discover the fate of the woman he loves.
Set against the atmospheric backdrop of ancient landscapes, stone circles, Roman ruins and ghosts, forests and moorland, The Daughters of Carrawburgh is a thrilling paranormal adventure.


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Neighborhood Matching for Curved Domains with Application to Denoising in Diffusion MRI.
Med Image Comput Comput Assist Interv. 2017 Sep;10433:629-637
Authors: Chen G, Dong B, Zhang Y, Shen D, Yap PT
In this paper, we introduce a strategy for performing neighborhood matching on general non-Euclidean and non-flat domains. Essentially, this involves representing the domain as a graph and then extending the concept of convolution from regular grids to graphs. Acknowledging the fact that convolutions are features of local neighborhoods, neighborhood matching is carried out using the outcome of multiple convolutions at multiple scales. All these concepts are encapsulated in a sound mathematical framework, called graph framelet transforms (GFTs), which allows signals residing on non-flat domains to be decomposed according to multiple frequency subbands for rich characterization of signal patterns. We apply GFTs to the problem of denoising of diffusion MRI data, which can reside on domains defined in very different ways, such as on a shell, on multiple shells, or on a Cartesian grid. Our non-local formulation of the problem allows information of diffusion signal profiles of drastically different orientations to be borrowed for effective denoising.
PMID: 29577115 [PubMed – indexed for MEDLINE]


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How can I display what digest algorithm has a key? If I import a public key which has MD5 as digest, I get a warning about this weak algorith. But how can I check, what digest algorithms all my keys use in my keyring?
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closed as off-topic by fgrieu, DrLecter, e-sushi, rath, figlesquidge Feb 14 '14 at 20:24
This question is off-topic because it is about using a cryptographic program – fgrieu Feb 14 '14 at 10:56
To clarify, this website is about the science of cryptography, and how one develops/applies cryptographic designs. Your question is about how to use a product already developed, rather like asking 'Where is the ignition in a Ford Focus?' on a 'Mechanical engineering' site. Hope that made sense – figlesquidge Feb 14 '14 at 20:24
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You can use gpg --list-packets [keyfile] to see a list of all packets and their contents. All hash algorithms have numbers which you can look up in section 9.4 of RFC 4880, "Hash Algorithms".
Alternatively, use pgpdump [keyfile] to create a similar output, but already containing the algorithm names instead of their numeric identifiers.
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Haumea is a dwarf planet found in the Kuiper belt, a region of the Solar System lying beyond the orbit of Neptune. It was discovered in mid-2005 and revived attention for its odd shape, looking like a "plump cigar". Huamea's diameter is approximately the same as that of the dwarf planet Pluto, but is much thinner. Jaumea rotates approximately ever four hours giving it the fastest rotation period for large objects in the solar system.
Haumea is named after the Hawaiian god of the same name. Haumea's two moons, Hiʻiaka and Namaka, were named after the Hawaiian god's daughters.


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We report a case of pneumococcal neonatal meningitis in an Italian girl, occurred 3 days after birth. CSF microscopic examination revealed the presence of Gram Positive diplococci, identified as S. pneumoniae after detection of pneumococcal capsular antigen. Tests for Group B Streptococcus on mother and child were both negative. The case was peculiar because in industrialized countries the most common agents responsible of neonatal meningitis are GBS, E. coli and Listeria monocytogenes, where pneumococcal meningitis in the neonatal period is quite uncommon: It is then necessary to consider that, in any case of early onset neonatal meningitis, S. pneumoniae is a possible yet uncommon causative agent, and that the microbiological profile of early onset neonatal meningitis in industrialized countries might change substantially because of migratory streams and the subsequent diffusion of emerging microorganisms, which are unusual at the present time.
Mirri G, Borrominia A, Martinelli N, Maggiore F, Casero D, Veronelli E and Agosti M
All Published work is licensed under a Creative Commons Attribution 4.0 International License
Copyright © 2019 All rights reserved. iMedPub LTD Last revised : October 15, 2019


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The deforestation and destruction of natural resources around the world is continually on the rise. Lee Gil Rae in his most recent gallery title 'Pine Tree' constructed copper trees to capture the beauty of these natural elements in the world. Each tree is intricately woven with copper wire showing the importance and detail that comes into creating a tree. There is a sense of permanence with each tree in the gallery which adds conversation to how natural trees should be treated in the world. While Lee Gil Rae didn't see a necessary need for his inspiration to be a pine tree, they are the faces of the worlds forests.
What makes the gallery so surreal is the leaflessness of each of the trees. Instead, visitors get to follow the winding paths of the copper wires that lead to extensions of branches from each trunk. By creating leafless tress, Lee Gill Rae is commenting on the future of our planet with how the world treats deforestation. The natural environment is traded out for large cities and buildings. Instead of nature that is created untouched by humans, the world is turning towards man made nature with large landscapes that no longer hold the same purity. This is to bend to the ever growing population, but at what cost?
Lee Gil Rae uses the copper wire to form the shapes and structure of a tree trunk. This is able to resemble the shapes and patterns that people can see when they are looking at a tree. He compares working with the copper wire when he connects different links to be similar to brush strokes on Oriental paintings.
To view more of Lee Gil Rae's work, go here.


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By one dimension, one means motion along a line, or in one particular direction. Think of a car going down a straight road, or a person running on a straight track.
Types of Motion:
1.Translational :An example is a car traveling on a highway.
2.Rotational :An example is the Earth's spin on its axis.
3.Vibrational :An example is the back-and-forth movement of a pendulum.
The object's position is its location with respect to a chosen reference point.


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Research - Foodways Research: A Taste of Maine
The study of foodways enhances our understanding of how individuals sustain membership in ethnic and regional groups. The relationship between food and group assist in interpreting group identity. The foods that people eat are often used to describe "others" who eat differently from the mainstream group. Most ethnic and regional groups are most usefully defined internally, using the groups' markers of self-identification. And it is clear that region and ethnicity are intertwined. In the United States, a region often exhibits a culinary hybridity. For example, in New England, Native American cuisine (corn, beans, squash) is blended with European cuisine (wheat) mostly from England but with touches of Africa (sugar cane, molasses). And as we move forward historically, other immigrant groups have added their traditional foods and spices to the mix.
The Maine Folklife Center has embarked on a project to document Maine traditional foods. A delicious story unfolds, from the blueberry fields of Downeast and the fisheries of coastal Maine, to the potato fields of Aroostook County and the bean-hole beans of lumber camps. These food traditions have increasingly moved into community settings everywhere, including urban settings around the state, where established and newer immigrants are adapting their food traditions in ways that Mainers have been doing since Europeans first arrived and began eating, hunting, and farming alongside Native peoples.
Drawing on the wealth of foodways in the state, "A Taste of Maine" explores how the family story, community history, and significant events of national history are regularly expressed through food, and teach larger lessons about geography, history, art, and culture, as well as lessons regarding tradition and change.
Beginning with beans.
In the beginning, there were beans. Traditional Native American cuisine consisted of corn, beans and squash. These three foods play a vital role in defining modern American cuisine. We find grits, cornbread, and red beans and rice in the south, tortillas and pinto beans in the Southwest, baked beans and succotash in the Northeast, and pumpkin pie across the continent. English settlers in the northeast brought a culinary tradition with them that was then blended with local foods such as turkey, maple syrup, lobster, clams, cranberries, corn and beans to provide Indian pudding, Boston baked beans and brown bread, clam chowder and boiled lobster.
Maine Native people today still make a traditional bean and corn dish known as hull corn soup. Corn which has been soaked in ashes and water and had the skin removed is added to yellow-eye beans and sometimes bits of meat. Water is added and the mixture is cooked into a hearty soup. In years gone by, Natives also baked beans with maple syrup and bear fat in ceramic pots in the ground. Englanders adapted their own versions of the corn soup (succotash) and the baked beans.
Across New England, and certainly throughout Maine, a tradition of baked bean suppers takes place in community institutions such as churches, granges, and firehouses. The tradition of baked beans for Saturday night supper seems to have originated with the pilgrims, who would cook enough so that they would not have to cook on the Sabbath. The eating of beans extends to Sunday morning as well, and many Mainers speak of eating beans for Sunday morning breakfast. Today, bean suppers are often used as fundraisers. For example, the Caribou Lions Club holds three or four bean-hole bean suppers annually to raise money for their service organization.
While Boston is known as bean-town, only in Maine can you ever really get to know beans. B&M (Burnham and Morrill) baked beans of Portland still bakes beans in huge iron pots in brick ovens before they can them for distribution around the country. The Kennebec Bean Company in North Vassalboro packages a range of Maine-grown beans under the "State of Maine" label and also sells many of them prepared to an old Maine lumber camp formula. They cook varieties of beans only known in Maine. There are other, smaller canning companies who can traditional Maine beans as well.
Boston baked beans are usually made from the white navy or pea bean, a small, thin-skinned and fairly tasteless variety. However, in Maine there are numerous varieties that are local favorites. While yellow-eye beans are the most popular Maine bean, others are preferred in some areas of the state. Pauleena MacDougall recently interviewed bean grower Patricia Qua who provided substantial insight into Maine's traditional beans.
There are little pockets [of people who want a certain type of bean]. I tried selling yellow-eye beans to a restaurant in Lewiston -a chain I sold to 4 other restaurants. In Lewiston they wanted the pea beans (Navy beans) the small white variety. I don't grow those. I have a little sales route that goes down through NH, I noticed west of Fryeburg and North Conway they're a lot more interested in Jacob's Cattle. And Downeast, there is a small brown bean. Northeast of Ellsworth is a real center for Marifax beans. Something I heard was brought in during the depression. And yellow eyes, you almost can't give them away there in that part of the state. They love the Marifax-I'm not sure they use any sweetener; they cook them with salt and pepper and salt pork. They cook them for a long time. Also, I noticed some years Soldier bean sales are higher and no one will buy Jacobs Cattle, now this year, Jacob's Cattle are selling very well and I have no idea why.
PM: Do you sell any beans in Aroostook County?
PQ: People come down to get them.
PM: Do you notice any preference?
PQ: Yes, yellow eye.
PM: How about King of the Early?
PQ: Yes, they are kind of the same track as Marifax. Downeast.
PM: Do you sell to any of the Maritime Provinces?
PQ: I know people in New Brunswick who grow the yellow eye beans.
PM: And in northern Maine the yellow eyes?
PQ: Yes, and also the soldier beans.
PM: What about kidney beans, does anybody buy those?
PQ: Yes, people like to make chili. But the yellow eyes probably 75-80% of my sales, then Soldier Beans, Jacob Cattle and then the kidney beans.
PM: [pointing to some beans in her shop] Are these soy beans?
PQ: No, they are the sulfur beans, they are supposedly from the Brewer area, originally. They cook up like a yellow eye but a little bit sweet. [also called China yellow].
PM: Wow, you're just a wealth of information about beans! (both laugh).
PQ: Oh, and the Bumblebee beans, these come from Garland, actually. A lady from Rowe's orchard used to grow these. I think they are a local heirloom type bean. They swell up very large. All I can think of is the giant beanstalk…
There are umpteen varieties of yellow-eye beans -these are some I saved from a lot of different batches which have a lot of the molasses coloring-almost half the bean is gold. These took seven years to save out of my grading. A lot of the specialty shops like these because they are so colorful. Now there was a Maine yellow eye that has a very small eye. It has a lot more white. Most people now have gone to growing the Ken Early yellow eyes, which have a little more color with a week and a half shorter growing season, and they are shorter. It's hard to harvest beans that grow high and fall over. But there is another bean they grow out in the mid-west which is Steuben yellow eye which is half white and half molasses color. They don't have the same texture or they don't taste the same to me. And I wonder if there is something in the soil that makes our Maine beans taste better. I'm not sure.
Yellow eye bean: The most popular baking bean in Maine comes in several strains including the Steuben, which is one of the oldest of heirloom beans. The Maine Yellow Eye Bean is the baked bean of choice for church and grange suppers, because of its clean, mild taste has wide appeal.
Soldier Bean: According to Patricia Qua, this is the second most popular bean in Maine It is also an heirloom white kidney-shaped bean with a distinctive maroon marking on the eye that resembles an old-fashioned toy soldier. It is closest in flavor to the Maine yellow eye.
Jacob's Cattle is a plump, pure white, kidney-shaped bean with vivid maroon splashes. It is full-flavored, holds its shape under long cooking, and stands up well to plenty of seasoning.
Marifax is a dense, chewy bean with plenty of flavor. Its origins are mysterious but tradition has it that it was introduced by the U.S. government during the Depression to help alleviate poverty. The only place the bean is eaten is in one tiny area along the Maine coast where the only viable crops are blueberries.
Sulphur or China Yellow Bean is a thin-skinned, nearly round Maine heirloom bean that has a tawny yellow color but cooks white and has a distinctly unique flavor.
While many people in Maine cook their beans in a ceramic bean pot, the most unique cooking process for beans in Maine developed in the Maine logging camps. Pork and beans, baked in a bean hole, remains the logger's main dish. The slow, long cooking makes the bean very digestible as well as tender and delicious. In the logging camps, beans were served at every meal. The bean hole is a stone-lined pit in which a fire is built until a good


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Encourage your kids to read by turning it into a fun social activity!
Book clubs, meetings where adults get together in person or online to discuss books that they have read, have gained popularity in recent years. Book clubs for kids and their parents, including mother-daughter book clubs, father-son book clubs, and parent-child book clubs, have also become popular. Book clubs are a great way for parents and children to share books together. By reading books and discussing them together, you can share special time with your child, while helping him develop a love of reading and important language and literacy skills.
Check out the PBS Parents site (_URL_ ) to find out how to start a parent-child book club, get tips for organizing and maintaining a book club and suggestions for ways to have great discussions, and learn about the benefits of parent-child book clubs. Your local library is also a great resource for deciding on your first book club book!


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Online, Mobile-Friendly Resources
KET's Workplace Essential Skills online study system focuses on contextualized, targeted academic skills in math and language arts that helps prepare learners to apply relevant academic skills in high-demand workplaces. Each lesson is presented in the context of manufacturing or healthcare settings.
Employees need work readiness skills beyond the classroom to be successful in the workplace. KET's multimedia work readiness curriculum ensures students can utilize reading, writing and math skills within an occupational setting as well as prepare students with life skills like attitude, professionalism, ethics, communication, and interpersonal relations.


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Ya'akov Gal, Avi Pfeffer
Reciprocity is a key determinant of human behavior and has been well documented in the psychological and behavioral economics literature. This paper shows that reciprocity has significant implications for computer agents that interact with people over time. It proposes a model for predicting people's actions in multiple bilateral rounds of interactions. The model represents reciprocity as a tradeoff between two social factors: the extent to which players reward and retaliate others' past actions (retrospective reasoning), and their estimate about the future ramifications of their actions (prospective reasoning). The model is trained and evaluated over a series of negotiation rounds that vary players' possible strategies as well as their benefit from potential strategies at each round. Results show that reasoning about reciprocal behavior significantly improves the predictive power of the model, enabling it to outperform alternative models that do not reason about reciprocity, or that play various game theoretic equilibria. These results indicate that computers that interact with people need to represent and to learn the social factors that affect people's play when they interact over time.
Subjects: 4. Cognitive Modeling; 7.1 Multi-Agent Systems
Submitted: Apr 24, 2007


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Recognise, Investigate and Refer
Mental health problems present in a variety of ways and should be considered as part of a routine medical history.
A mental health problem should be considered if any of the following signs are observed by medical staff, team coaching and management, team mates or family members:
- Drop in functioning – Performing under par with no physical explanation
- Withdrawn - Social withdrawal and loss of interest in others
- Apathy - Loss of initiative or desire to participate in any activity
- Unusual behaviour - Odd, uncharacteristic, peculiar behaviour
- Reports from team mates that 'something is wrong'
- Injury symptom exaggeration or over-protection
- Appetite or weight changes (eating much more or much less) and / or poor self-care
- Overuse of alcohol, drugs, pain medication
- Slower recovery from injury with no physical explanation
If a player reports any of the following symptoms a mental health problem should also be considered as part of the differential diagnosis:
- Sleep disturbance - too much or too little
- Problems with concentration or memory
- Mood changes - rapid or dramatic shifts in feelings and / or uncharacteristic emotional outbursts
- Feeling hopeless, worthless, guilty or down much of the time
- Nervousness - Fear or suspiciousness of others or a strong nervous feeling
- Increased sensitivity generally - heightened sensitivity to sights, sounds, smells or touch
- Expressing illogical / unusual thoughts (e.g. having powers, magical thinking)
- Changes in speech tone and delivery
- Feeling disconnected - A vague feeling of being disconnected from oneself or one's surroundings; a sense of unreality
It is important to undertake a mental health consultation, with the player's consent, in a private, confidential environment where the player can feel assured that the conversation will not be overheard. You should inform the player that the purpose of the consultation is to talk about their mental health and to help them access support if needed. You must reassure the player that the confidentiality of this consultation is paramount and that information will be securely stored and accessible only to those who have consent to see it.
Remember due to stigma around mental health problems players may find it difficult to talk openly about or trust others with information around their mental health. Creating a trusting, confidential, collaborative environment is key. You should also note that a player is under no obligation to respond to your questions about their mental health and often people present with more than one mental health problem at one time.
As for any medical complaint a history is essential. The following provides a guide for taking a mental health history:
- How have you been doing recently?
- In the past month how would you rate, on a scale from 1-10, where 10 is the highest, how you have felt about:
- Personal wellbeing
- Life outside of rugby
Specific screening questions and clinical history would include:
- Have you experienced mental health problems now or in the past?
- Have you any history of self-harm or attempted suicide?
- Are you currently self-harming? If yes see * below
- Do you have any thoughts of harming or killing yourself or others – If yes see * below.
- Any recent significant life events such as death of a loved one, rugby or family issues?
- In the past month have you had issues with any of the following:
- Memory or concentration difficulties
- Problems with eating or weight – too much or not enough
- Increased sensitivity to light, sound or touch
- Delayed recovery from injury - taking longer than expected
- Worry or agitation
- Drinking more alcohol, using medications to relax or sleep
- Using pain killers or abusing other substances
- Gambling more than usual
- Have any of your team mates commented that your behaviour is unusual?
- Feeling less sociable than usual
- Feeling hopeless, worthless or guilty much of the time
- Low or higher than usual mood or mood changes
- Illogical or unusual thoughts (e.g. superpowers, magical thought)
- Seeing, hearing or smelling things that others would say were not there.
If the player answers yes to any of the above a mental health problem should be considered and if indicated referral to a mental health professional offered.
A list of screening tools is also listed as an appendix to this module. These tools can support you to explore further with the player the nature and extent of any potential mental health problem.
If making a referral to a Mental Health Professional:
- The player must consent to this referral
- You should support the player to access the mental health professional
- Provide a written referral summarising your clinical findings
- Confirm a follow up contact or appointment
Who to refer
The level of intervention required for a player will typically depend on the nature and severity of the player's symptoms. Low intensity interventions such as psychoeducation and guided self-help are provided for mild mental health problems (e.g. mild or subthreshold depression with no suicidal ideation). More intensive interventions such as cognitive behavioural therapy and /or medication are used in mild to moderate cases with inpatient psychiatric care for the most severe mental health cases.
A clinical psychologist or psychiatrist is often best placed to conduct an initial mental health screening or assessment and to provide direction as to next steps. Your Union, club or players association may have an identified mental health referral network for players experiencing mental health problems.
In addition to rugby-linked services players can also access:
- Public health mental health services (inpatient and outpatient)
- Private mental health services (inpatient and outpatient)
- Services available via health insurance organisations
The National Institute of Clinical Excellence provides evidence-based guidelines on the assessment and treatment of mental health problems should you require further information to guide your referral - nice.org.uk/guidance/conditions-and-diseases/mental-health-and-behavioural-conditions
*Risk to Self or Other
If the player reports current thoughts of harming or killing themselves or another it is crucial to assess whether there is immediate danger and call emergency services if so.
In the case of thoughts around suicide you should ask:
- How frequent and strong are these thoughts and for how long have you had them?
- Do you have a plan around how you will kill yourself? If yes, obtain details of the plan. For example when, where, how, and whether they have the ability to complete the plan.
- Have you been taking drugs or using excessive alcohol?
- Have you tried to hurt or kill yourself before?
- Have you told anyone about how you are feeling?
- Have you had any significant changes in your employment, social life, or family?
- Have you previously received treatment for mental health problems or are you taking any medication?
If the player reports low or infrequent thoughts of suicide with no plan:
- Ask the player what supports are available to them (e.g. close family, friends) and work with the player to create a plan to keep them safe over the coming days (e.g. being around supportive people, calling emergency numbers if feeling suicidal, making an appointment with a mental health professional).
- Ensure to follow up with the player or to have a mental health professional follow up with the player.
- Following the consultation make sure to debrief and get your own support as required.
If you are unsure about how to support a player who is having thoughts of suicide - Call emergency services, your national suicide helpline or a psychiatry colleague for advice and support.
Be aware that those at the highest risk for acting on thoughts of suicide, in the near future, are those who have:
- A specific suicide plan
- The means to carry out the plan
- A set time for this plan and
- The intention to carry out the plan
If a player reports strong or frequent thoughts about suicide and/or a specific suicide plan immediate help is required for the player from psychiatric or emergency services.
In the case of thoughts around self-harm following the following guidelines: _URL_
If based on the player's report you are concerned they are in immediate danger of harming another person, immediately contact the police.
If child abuse or neglect is disclosed in your interactions with a player, you will need to follow local and / or national protocols / legislation around safeguarding and reporting.


What are animal urine burns?
Animal urine burns are areas of dead grass caused by animal urine. They are very common amongst pet owners, and especially dog owners.
These burns are often called 'bitch burns' as it is thought that they are mostly caused by female dogs. However, from experience, both male and female dogs have shown to produce these burns.
What do they look like?
They appear as small dead patches of lawn, often circled by a ring of lush green, healthy-looking grass. The grass plants affected by the urine at the edge of the ring or in the surrounding areas may look darker than the grass plants in the rest of the lawn.
What causes animal urine burn?
Urine is naturally high in an element called nitrogen. Nitrogen is also used as a fertiliser, and amongst other nutrients in our fertiliser, Green Man Lawn Care applies nitrogen to lawns to help them grow healthy and green.
The problem with nitrogen in urine is that in some cases, the nitrogen can be too concentrated. When the nitrogen is too concentrated, it will have the opposite effect and will actually cause the grass plant leaves to burn. In some cases, the affected grass plants might die.
Why is there a ring of lush green grass around the burn?
As the urine leaches outwards from the centre, the concentrated nitrogen dilutes to the point where it will actually fertilise the grass plants rather than burn them.
What can be done to prevent the burn happening?
Dilute the urine
The best option is to dilute the urine as soon as your pet has urinated. You can do this by hosing the area thoroughly.
Ensure your lawn is watered
Dry weather can cause soil to dry out quickly. Dry soils cause the grass plants to absorb the nitrogen in the urine in a very high concentration, speeding up the burning of the grass plants. For watering advice, click here.
Train your pet to change their habits
Pets can be trained to urinate in areas away from the lawn, such as patios.
Use a urine burn preventer
There are products available to buy that will help reduce the potential for animal urine burn. Products such as Dog Rocks and Peterals are just a couple of examples.
What can be done to fix the burnt patches?
In some cases, heavy watering can help the burnt areas revive themselves. However, if the burns are severe, the only option is to carry out a patch repair.
Patch repair carried out on a customer's lawn damaged by animal urine


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Tour Philippe-le-Bel is a medieval tower in Villeneuve-lès-Avignon which marked the French terminus of the Saint-Bénézet Bridge across the Rhone between the Kingdom of France and Papal territory of Avignon. It is named after the French king Philippe-le-Bel (Philip IV 'the Fair') who was responsible for its construction.
A tower with only two storeys was completed in 1302. In spite of protests from the Count of Provence and the population of Avignon, Philippe-le-Bel pressed ahead and built a gatehouse at the end of the bridge. The tower and gatehouse formed part of a fortress with a curtain wall that enclosed several buildings including a chapel and a residence for the châtelain. A third storey was added to the tower in the middle of the 14th century.
The Saint-Bénézet Bridge was abandoned in 1669 and the fortress then ceased to serve any useful function. The French crown continued to pay for repairs but after the French Revolution the buildings were abandoned and allowed to fall into ruins. In 1822 the town of Villeneuve-lès-Avignon decided to demolish all of the fortress except the present tower. It was listed as a Monument historique in 1862 and is now open to the public.
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Spot Prices
Gold: $1854.34
Silver: $25.46
Platinum: $1112.05
Palladium: $2391.40
Precious Metals IRA Program
Are you concerned about protecting the purchasing power of your retirement savings?
Are you interested in diversifying your IRA or SEP plan with physical gold, silver, platinum or palladium?
Transfers can be done at any time of the year and there is no sales tax!
IRA/SEP Accounts
As an alternative to paper assets, an IRA account that holds precious metals, (physically segregated to your individual account) offers today's investor an interesting option. You can now own Gold, Silver, Platinum or Palladium in your retirement account, including traditional IRA's, Roth IRA's, and SEP accounts.
Your metals are physically delivered to a NYMEX/COMEX approved depository where they are stored and fully insured in a segregated account. Storage fees are low – about the cost of a private safe deposit box and your account is accessible online at anytime and you receive account statements on a quarterly basis.
Any portion of your retirement account can be transferred to a physical metal account at any time of the year.
Establishing an account is simple and most of the commonly traded bullion items qualify.
Benefits of Precious Metals IRA's include:
 1. Asset diversification.
 2. Safe and secure storage.
 3. Assets are fully insured.
 4. No counter party or credit risks.
 5. On line account access.
 6. Highly liquid.
Why Consider A Precious Metals IRA?
Precious metals have historically served as a counter balance to fluctuations in paper assets such as stocks and bonds which have a tendency to trade in a similar direction. Should the value of the currency decline at the same time stocks, bonds and treasuries correct, this can be very costly in terms of purchasing power lost. Depending on the age of the customer, there may not be sufficient time available to recover lost purchasing power. Precious metals act as:
 - A Safe Haven Investment: Precious Metals are borderless currencies. An ounce of Gold or Silver is liquid anywhere in the world. It tends to become more valuable in times of economic uncertainty.
 - Insurance for Your Other Investments: Over time, the price of Gold typically moves independently of stocks, bonds or Treasury bills. When those assets lose value, Gold may not. This non-correlation helps an investor create a strategically balanced investment portfolio.
 - Future Purchasing Power: History shows that when you invest in Gold, you actually buy purchasing power. When prices of goods and services go up, the value of Gold typically rises, too. For this reason, many people invest in Precious Metals as a hedge against inflation.
A Precious Metals IRA is a Self-Directed IRA. You can invest in your choice of IRA-approved products. American Rare Coin can help you diversify your assets into a Precious Metals portfolio. Any profits from the sales of your investments can be tax deferred, just like any profits from any IRA, as long as you keep the proceeds from your sale with your custodian for reinvestment or transfer the proceeds to another IRA account.
Precious Metals IRA
For more information about our Precious Metals IRA program, please complete the form below with your questions or comments and we will respond shortly.
 - * Indicates required field
Frequently Asked IRA Questions
Q. Can I open a new IRA with a contribution?
Q. Can I have more than one IRA?
Q. Does American Rare Coin have a minimum dollar amount for an IRA purchase?
A. Yes, the minimum purchase from American Rare Coin for an IRA is $1,000.
Q. What types of IRAs are eligible to transfer or roll over?
Q. Is there a minimum dollar amount when I wish to sell my IRA Precious Metals back to American Rare Coin?
A. Yes, our minimum purchase for all sales to American Rare Coin is $1,000 (USD).
Q. What is the difference between investing in a Precious Metal IRA and owning a Precious Metal ETF?
A. ETFs, or exchange traded funds, are most popular with traders and investors who need to move quickly in and out of markets. Physical metals are favored by those who buy and hold. If you own the physical metal you always have the option of taking physical possession of the actual metal, while an ETF is a paper instrument with counter party risks.
How much should you diversify into physical Precious Metals?
A fully diversified portfolio includes a percentage of precious metals to act as a hedge against a decline in the value of the dollar which is the unit of measure for most paper assets such as stocks and bonds. A 5 to 10% Precious Metals position can act as a counter balance against a declining dollar.
Avoid the "income, less purchasing power" trap.
It's very easy to think your portfolio is growing when it's not. Say your investments earn 4%, but inflation is 5%. In this case, you actually lose 1% of your purchasing power. Sure, the cash value of your investments went up, but the cash is worth less. Gold and Silver, on the other hand, have typically outperformed inflation. So the portion of your portfolio that you allocate to Precious Metals can be an investment in future purchasing power.
Getting Started
Opening a Precious Metals IRA
Opening a Precious Metals IRA is not complicated. We can establish a precious metals IRA on line and with your morning coffee in hand! American Rare Coin has IRA specialists on staff dedicated to answering your questions truthfully and making the process as easy as possible. Call _PHONE_ or _PHONE_ and we'll show you how easy it can be.
Step 1: Open a Custodian Account
The IRS requires that you keep your IRA Precious Metals in a custodian account. As an American Rare Coin customer we highly recommend Gold Star Trust. We have worked closely with Gold Star Trust for many years and know them to have excellent customer service and competitive fee structures.
Step 2: Fund the Account
It's very easy. American Rare Coin can assist you with the following options. You can …
 1. Transfer an existing IRA or former employer 401(k). Move your IRA from your current custodian to the new one. You can transfer all or just a portion. After the transfer is complete, you receive statements from your new IRA custodian. There is no limit as to how much or how often you can transfer.
 2. Roll over an existing IRA or former employer 401(k). Withdraw funds from an existing IRA, or a former employer's 401(k), and deposit the funds into your account with the new IRA custodian. Just be careful to deposit the funds in the new IRA within 60 days, as with any IRA you may otherwise be liable for taxes and penalties.
 3. Establish a Precious Metals IRA. Depending on your age and income level, you may be able to directly deposit funds in a new IRA for Precious Metals.
Step 3: Purchase Products
Once your account is funded, call American Rare Coin and purchase products for your IRA. We have many of the highest quality bullion products that qualify for a Precious Metals IRA.
IRA Qualified Products Include:
Keep in mind that for products to qualify for a Precious Metals IRA, they must meet minimum fineness requirements as set by the IRS. The American Gold Eagle is the only exception.
 - Gold:.995 Fine
 - Silver:.999 Fine
 - Platinum:.9995 Fine
 - Palladium:.9995 Fine
American Rare Coin Has The Following IRA Qualifying Products:
U.S. Gold Eagle
U.S. Silver Eagle
U.S. Platinum Eagle
U.S. Proof Gold Eagle
U.S. Proof Silver Eagle
U.S. Proof Platinum Eagle
U.S. Gold Buffalo
Canadian Gold Maple Leaf
Canadian Silver Maple Leaf
Canadian Platinum Maple Leaf
Canadian Palladium Maple Leaf
Austrian Gold Philharmonic
Austrian Silver Philharmonic
Various Gold Bars and Rounds
Various Silver Bars and Rounds
Various Platinum Bars and Rounds
Various Palladium Bars and Rounds
For more information, please contact us at, or call _PHONE_ / _PHONE_. We will be happy to discuss pricing and answer any questions you may have.
Collectible coins with numismatic value cannot be held in an IRA.


The Aprimo API provides external access to Create, Read, Update, and Delete operations on Aprimo resources. This section provides the following articles:
API Basics: This article covers basic information such as definitions, basic syntax, operation overview, HTTP responses, authentication and pagination.
Authorization: This article covers the different ways to get authorization tokens from the Aprimo API.
Route List: This article walks through routes available. If you need a route that is not available today, please contact your CSD or partner to submit a request.
Searching: This article covers how to use the search routes.


Worlds of David Darling
Encyclopedia of Science
Home > Encyclopedia of Science
walnut tree
Walnuts have been cultivated for so many centuries that it is not certain where they originally came from. The trees are found throughout temperate Asia, and their original home was probably somewhere in that continent. They are not native to western Europe, but were introduced in early historic times. The Romans may have brought them to Britain.
When fresh, ripe walnuts are handled, they leave a dark stain on the fingers. This is because the layer of pulp that surrounds them contains tannin, and this turns almost black when exposed to the air.
The tree
The walnut tree may reach a height of between 100 and 150 feet, but most garden walnuts are much smaller. The tree has a pale-gray bark, which is smooth when the tree is young; with increasing age the bark becomes fissured (cracked). The tree is not only valued for its fruit and for its wood, but also for its beauty.
The walnut requires a temperate climate; it will grow at heights of 3,000 to 4,000 feet in Europe, and in southern China up to 8,000 feet. It does best in well-drained soil with a substratum of chalk or sand.
Walnuts are propagated by seed, and also by grafting when a particular variety or strain is required. In Britain a tree grown from seed will usually not bear fruits until it is about 10 years old; if it is grown from a graft it will bear when it is 2–3 years old.
The leaves
The leaves are pinnate, which means that they consist of an uneven number (5 to 7) of separate leaflets. These are large and smooth and oval in shape, and the edges are entire, not toothed.
When crushed, the leaves have a pleasant, slightly astringent smell.
A walnut wig with leaves
A walnut twig with leaves
The flowers
walnut leaves and flowers
walnut female flower enlarged
Female flower enlarge
The walnut is monoecious; the male and female flowers are separate but are borne on the same tree (from the Greek monos, meaning single, and oikos, a house, indicating that both kinds of flower 'live in one house').
The flowers are small and green, so that one hardly notices when the tree is flowering, which it does in the late spring. The pollen is carried by the wind, so there is no need to attract insects by means of conspicuous or strongly scented flowers.
The female flowers grow in groups of 2 to 4 at the tips of the youngest shoots. After pollination their carpels swell and ripen, and each one forms a walnut. The male flowers are small hanging catkins on the twigs which are one year old.
At first they are green, but darken and fall off after shedding the pollen.
The fruit
The walnut is a drupe, or stone-fruit, like a plum, the nut corresponding to the plum stone. The fleshy part is made up of the epicarp and mesocarp; the shell of the nut is the endocarp. Inside is the seed. We eat the mesocarp of a plum; in a walnut we eat the seed.
walnut cross-section
Cross-section of a walnut
species regia
genus Juglans
family Juglandaceae
order Juglandales
class Dicotyledoneae
division Angiospermae
kingdom Vegetable
The fruit ripens at the end of September and in October, when the hulls, or fleshy coverings, begin to dry and split open. Harvesting is started as soon as the hulls are open and is usually carried out by beating the branches with long poles, so that the fruit falls.
Once the nuts have been gathered, the hulls quickly dry and come away from the shells, and the nuts are dried before being packed.
Most walnuts come from California in the United States. Italy, Franc,e and the Balkan countries also grow large quantities.
Types of walnut
There are about 17 different species, the best known of which is Juglans regia, sometimes called the Persian (or English) walnut. Several other species are found in North America.
The most important of these is the black walnut, Juglans nigra. This grows larger than any other walnut tree, and is valued for its timber. The wood is used in particular for the manufacture of stocks for guns and rifles. Compared with other woods, walnut does not warp.
The dried nuts are delicious and are popular as dessert. They are highly nutritious and contain 50 per cent of oil. They are also rich in vitamins B and C.
The hickory trees of the genus Carya are allied to walnuts and included in the Juglandaceae. They are native to North America, and are valued both for their timber and nuts, which are called pecans.
Related category


Oscar-winning director Steve McQueen has thrown his support behind demands for planned anti-slavery laws to be toughened up and extra protections to be included to stop victims being turned into criminals.
MPs and peers have warned that the Government's draft Modern Slavery Bill, which includes measures that will see human traffickers given maximum life terms, does not go far enough and parts "need a rewrite" so the criminal offences are simplified to ensure there are more convictions.
Victims must also be put at the heart of the legislation, with provisions that shield them from prosecution for crimes they were forced to commit while enslaved, the Joint Committee on the Draft Modern Slavery Bill said.
McQueen, whose 12 Years A Slave won best picture at the Oscars, said Britain can be "justifiably proud" of its anti-slavery tradition that stretches back to campaigners such as William Wilberforce and the Quakers.
In a statement released by the committee, he added: "The authors of this report can honourably stand in that tradition. They have listened to the evidence and considered it with great care. Their recommendations are humane and principled.
"I warmly commend this report and pay tribute to the members of the committee who have produced it. Their work has honoured Parliament and the country."
The committee said estimates about the scale of modern slavery, which includes sex trafficking as well as forced criminal activity and labour, vary widely but it is believed there are thousands of victims of sexual exploitation in the UK.
Victims include British schoolchildren groomed, abducted and forced to have sex and people who are trafficked and enslaved once they are here, it added.
The MPs and peers called for the creation of six offences - slavery of children and adults, child exploitation, exploitation, child trafficking, trafficking, and facilitating the commission of an offence of modern slavery - in the Bill.
They also pushed for l egislation on supply chains to ensure that firms can "no longer turn a blind eye to exploitation occurring in their names" and urged the Government to take the lead by " eradicating modern slavery from its own supply chains".


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New AudioCue by Barco Improves Training Simulations with Precise Sound Cues
Barco has introduced a new audio system to enhance training simulations with precise audio cues that allow trainees to hear cues before they are in their field of vision, allowing them to react faster in training situations where every second counts. By providing very realistic sound, the system will thereby increase awareness during training and enhance the effectiveness of the session. This will provide needed improvements to simulations in industries such as security, military, rescue and healthcare.
The patented IOSONO CORE processing system renders real-time sound to produce very realistic results during training. The system generates sound from the exact location of the object in relation to the trainee's position—as it happens. Conventional channel-based systems don't offer this precision, making the training programs rigid and much less realistic.
The AudioCue offers a scalable solution supporting speaker arrangements from 8 to 128 audio channels that can be customized to fit any space. This allows the sound rendering to be based on the exact location of the speakers rather than on a pre-defined layout and eliminates the auditory 'sweet spot' in the system, thereby removing the risk of negative training. The system includes hardware and software processing capabilities that seamlessly integrate into any existing content or IG setup.
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