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As most of you will probably know, 着 can be pronounced in many ways (depending on the context).
I'm wondering how the 着 in 爱怎么着就怎么着 (meaning: do as you like) should be pronounced. Is it zhe or zhao1, and why? I've heard some people it pronouncing zhe and some zhao1. In MDBG they use zhao1, but say it is also pronounced as zhe, but all the other dictionaries I've checked, I can only find zhe.
EDIT: In the mean-time I've found these websites where people asked for the same question: Baidu, SOSO and Xiaotieba. There doesn't seem to be a consensus, and there are no references.
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Could you expand MDBG? – deutschZuid Apr 30 '12 at 0:38
MDBG is a Chinese dictionary made by the internet community. Here is the entry: _URL_ – BertR Apr 30 '12 at 13:01
3 Answers 3
up vote 3 down vote accepted
Dictionaries generally only show the'standard' heteronymic readings of a Han character, rather than including all its contextual variations. This is the unwritten standard on Wiktionary as well, on which I am an admin.
As you have precisely discerned, both pronunciations are acceptable in this particular phrase; however, the'standard' reading of zhe0 would be used in a dictionary for this particular phrase instead as it applies to a wider range of contexts, whereas zhao1 is restricted to this particular context (怎么着).
See the Wiktionary entry for more information: 怎么着
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Thanks for the reply! Hehe, you created that wiki page today :-) I was wondering, how do you know that zhao1 is not standard in this context? There are some words that seem to have two standard ways to pronounce (for example 暖和, 血) – BertR May 1 '12 at 6:32
Very astute observation there. Yes I did create it yesterday, based on the conventions used on the dictionary to give you an idea of how things work on there and the ability to attach usage notes. You raise a good question. I am not 100% sure why a pronunciation is considered standard (hence the quotes), but I can find an analogy in English verb entries. Why do we consider the infinitive of an English verb the 'proper dictionary form'? It probably dates back to centuries ago in the lexicographical world. Personally I think zhe0 is used because it's used in far more phrases than zhao1. – deutschZuid May 1 '12 at 22:54
... and/or zhao1 could be a more recent development and/or zhao1 could be more dialectal. Just a few guesses ;) – deutschZuid May 1 '12 at 22:57
I just remembered the term. zhao1 is considered to be an allophone of zhe0 in this case. – deutschZuid May 4 '12 at 3:22
字典经常改，其实并不总对。这里肯定是着(zhao1)了。这句话本身就是北方方言，查普通话标准发音字典里没有也不算奇怪啦:) – Shawn Wang May 28 at 1:14
I try to give you an answer from what a native speaker thinks. The two pronunciations have different meanings.
According to the dictionary, 着(zhao1) has the following definitions:
- 着 zhāo ㄓㄠˉ 1. 下棋时下一子或走一步：～法。～数。一～儿好棋。 2. 计策，办法：高～儿。没～儿了。 3. 放，搁进去：～点儿盐。 4. 应答声，表示同意：这话～哇！～，你说得真对！
You can see the closest meaning is "2. 计策，办法 -- strategy, measure". Literally, 怎么着 means "how do you handle it?" when it is pronounced as zhao1.
By contrast, 着(zhe) has the following definitions:
zhe ㄓㄜ 1. 助词，表示动作正在进行或状态的持续：走～。开～会。 2. 助词，表示程度深：好～呢！ 3. 助词，表示祈使：你听～！ 4. 助词，用在某些动词后，使变成介词：顺～。照～办。
It means '1. on-going', '2. pretty (+verb)', '3. emphasize the verb (imperative)', '4. introducing an object for an intransitive verb'.
None of the meanings is suitable for 怎么着 (how do you handle it?) However, it can mean 'how it is like.' For example, 你猜怎么着，我赢了一张免费票！Guess what (it is like), I got a free ticket. BTW, this phrase can also be pronounced as 怎么着(zhao1), because native speakers are not so strict about colloquial expressions, as long as it can be understood as the right mood and meaning.
At last, the phrase 怎么着 is mostly used in Northern China. In Southern China, a similar phrase 怎么样 or 怎么办 is often used. If you look at more examples, _URL_ you may see yourself that it doesn't make sense to pronounce as zhe. :)
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As you see, there are two ways of pronouncing this character, one is zhe and the other one zhao1. They are all correct, but the only difference is in which circumstance. In this "爱怎么着就怎么着" sentence, it should pronounce as zhao1. In this "Wo3 Zheng4 Zuo4 zhe1"="I am doing it", it should pronounce zhe1.
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I know that a lot of people pronounce it as zhao1, but a lot also pronounce it as 着 in the sentence above. If you check some dictionaries, you'll notice that they all have zhe in 怎么着, so it seems that zhe is the more official pronunciation and zhao1 is actually incorrect. Examples that have zen3mezhe are Nciku: nciku.com/search/zh/detail/%E6%80%8E%E4%B9%88%E7%9D%80/53669, 现代汉语词典 and 现代汉语规范词典. The only exception I've found is MDBG, but that's an Internet community dictionary. – BertR Apr 30 '12 at 13:07
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Date of this Version
Juvenile thirteen-lined ground squirrels, Spermophilus tridecemlineatus, are less vigilant (i.e. they spend less time visually scanning the environment) than adults. To determine whether nutritional need was a potential cause of this difference, we supplemented two groups of free-ranging juveniles during the predispersal stage, while juveniles were still near and around the natal burrows. The high-energy food group (HEF: 11 squirrels) received peanut butter and oats while the low-energy food group (LEF: seven squirrels) received lettuce. Adults (14 squirrels) were also supplemented, but due to their greater home range sizes, it was not feasible to classify them as either HEF or LEF. To evaluate the effect of supplementation on antipredator vigilance, the behavioral act of visually scanning for predators, we videotaped individuals while they were foraging above ground during 5-min observation periods. Each squirrel was observed and weighed during three time periods over 23 days. From the videotape, we extracted measures of time spent vigilant, locomoting and foraging. All three categories of squirrels gained mass over the study period, but the HEF juveniles rapidly exceeded that of the LEF juveniles. Early in the study, LEF and HEF juveniles did not significantly differ in either body mass or time budgets, and, initially, both juvenile groups were similar to adults in the amount of time devoted to vigilance. Later in the study, the behavior of HEF juveniles closely resembled that of adults (increased time devoted to vigilance and decreased time devoted to foraging), while LEF juveniles decreased vigilance and increased their foraging time. This study indicates that for thirteen-lined ground squirrels the lower vigilance of juveniles is due, at least in part, to the greater nutritional needs of young animals with consequent increases in foraging, which is largely incompatible with vigilance.

source: openbmb/Ultra-FineWeb


Basic knowledge of soilGa naar het hoofdmenu Ga naar de inhoud
Basic knowledge of soil
Hand plant een zaadje - Basic knowledge of soil
The soil is very important. It's the basis for life. Soil consists of several layers with all kinds of animals, but also water, air and minerals for plants. What's the composition of the soil? And which plants can grow in it? What's the difference between clay soil and sandy soil? As humans, we live from and on the soil. But our soil is under pressure.
About this course
The e-learning course, 'Basic knowledge of soil' deals with the physical, chemical and biological properties of soil. The focus is also on the interaction between participants and tutors regarding its content. This interaction enables participants to process and apply the acquired knowledge more effectively.
What can you expect?
The 5 modules in this English e-learning course each include a brief introduction and various learning tools such as videos, articles and assignments and discussions about the different aspects of soil. You must complete a module before being able to start the next one. During the course you can submit photos and assignments to substantiate your answers. Together with your fellow students and tutors you can discuss the different topics covered and also submit additional questions for more in-depth knowledge. At the end of the course, you will be have gained basic knowledge related to the subject of'soil'.
Course content per module
 1. Introduction
 - Working in an e-learning environment
 - Introduce yourself and your company/education
 - Your background in soil and why you would like to gain additional knowledge
 - The importance of soil
 2. Physical soil fertility
 - What is physical soil fertility?
 - How can you recognise and assess different soils based on their physical properties
 3. Chemical soil fertility
 - What is chemical soil fertility?
 - The importance of a good pH (acidity)
 - What is organic matter?
 - What are nutrients, and how do you make good use of them?
 - Which cycles are present in the soil?
 4. Organic soil fertility
 - What is organic soil fertility?
 - The importance of soil life
 - Symbiosis
 5. Wrapping up
 - How can you apply the knowledge gained during the previous modules?
Course duration
The total course has 5 modules. The study load per module is approximately 3 hours.
For who?
This course is intended for anyone interested in'soil knowledge', who wants to gain greater insight into different topics related to the topic of'soil', for study or work purposes.
This course is at undergraduate bachelor level.
The course is offered completely in English.
After successfully completing all 5 modules, you will receive a certificate of participation for the e-learning course 'Basic knowledge of soil' from HAS University of Applied Sciences.
Follow-up course: Advanced knowledge of soil
After you have succesfully completed the course'Basic knowledge of soil' you can expand your knowledge with the follow-up course: 'Advanced knowledge of soil'.
If you are interested in both courses, sign up for our 'Advanced knowledge of soil' course. The basic course is included.
Start date
This is an online course. This course is offered continuously.
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RE: [teacherartexchange] first meeting of college level drawing class
From: Amy Broady (abroady_at_TeacherArtExchange)
Date: Sat May 24 2008 - 17:55:49 PDT
What if you had the class come up with as many different kinds of lines as
they can, and then try to classify them into major categories.
What if you gave them a drawing challenge in which they used quite limited
materials, such as having them find sticks, and you providing ink and paper.
And/or...provide a powerpoint of various drawings in a wide range of
styles/time periods/media.
Ask them to respond to the one that strikes them the most and explain o you
what they striking about it. What makes it a
successful/powerful/beautiful/valuable etc. piece of art.
You could also discuss drawing as a means to an end or an end product
itself. What makes a drawing a finished work of art?
I'm just trying to think of what might have interested me as a
first-day-of-class activity.
Best wishes,
Amy in TN
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History of Medicine
Guide to Collections Relating to the History of Artificial Internal Organs
Bakken Library and Museum
Canada Science and Technology Museum
Deutsches Medizinhistorisches Museum
DeWitt Stetten Jr. Museum of Medical Research
Dittrick Medical History Center
Hong Kong Museum of Medical Sciences
International Center for Artificial Organs and Transplantation
International Center for Medical Technologies
International Museum of Surgical Science
John P. McGovern Historical Collections and Research Center
Mayo Foundation Archives, Mayo Clinic
Medical History Museum of the University of Copenhagen
Medical History Museum of the University of Zurich
Minnesota Historical Society
Museu Nacional de Historia da Medicina
Museum of Health Care at Kingston
National Library of Medicine
National Museum of American History
National Museum of Health and Medicine
Science Museum of London
Semmelweis Medical Historical Museum, Library and Archives
University of Iowa Hospitals and Clinics Medical Museum
University of Utah, Marriott Library, Special Collections
University of Washington
Wellcome Library for the History and Understanding of Medicine
Lingnerplatz 1, 01069 Dresden, Germany
+49 351 48 46 0
+49 351 48 46 599
Klaus Vogel, Museum Director
Tuesday, Thursday, Friday 9 am - 5 pm; Wednesday 9 am - 8.30 pm Saturday, Sunday 10 am - 5 pm Monday closed
This museum about health and hygiene was founded in 1912. Its collection of objects related to various aspects of individual and public health care. The collection comprises about 12,000 objects, with supporting library and archive departments. The museum mounts permanent and travelling exhibits, as well as organizes and participates in congresses, education programs and courses concerning several topics. Current research is being done in medical history, prevention of diseases, health care, body culture and history, and ecology.
Deutsches Hygiene-Museum Collections, predominantly 20th century
Approximately 12,000 objects.
The museum opened in 1930 with 10.000m2 of exhibition space, making it one of the largest and most modern museums of the time. By 1937, the Museum presented over 1200 European-wide exhibitions visited by over 30 million people. The centerpiece of the museum has always been mankind, the human body, man's social and cultural surroundings and his relationship to the environment. The main attraction is the "Transparent Man", first shown in 1930. Educational material about human anatomy, health and hygiene was produced by the museum. In the 1950s, the "Transparent Horse" and the "Transparent Cow" were presented. In 1996, the German Hygiene Museum co-designed the theme park "Man - Nature - Technology" for the World Exhibition EXPO 2000 in Hanover.
The collection includes wax models (Moulagen), wet specimens.
Collections database available onsite.
Various museum publications.

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Tagsafrica american history ancient world animals anthropology architecture autumn birds celebrations children's books china colors comedy of manners crafts england fantasy fish flowers france haiti halloween history humor landscape magic medieval ocean painting paleo picture books religion renaissance science science fiction sff textiles tres riches heures urban war winter world history world war II ya yule zoos
- Gaudior on Snowy in snow
- Aquaeri on Red flower tree
- The Librarian on In the Shadow of Moloch: The Sacrifice of Children and Its Impact on Western Religions, by Martin S. Bergmann
- The Librarian on Knights of Spain, Warriors of the Sun: Hernando de Soto and the South's Ancient Chiefdoms, by Charles Hudson
- Phyllis on Knights of Spain, Warriors of the Sun: Hernando de Soto and the South's Ancient Chiefdoms, by Charles Hudson
Tag Archives: renaissance
Puzzle of January 6, 2010
Two puzzles in one post: two works of art, same subject, same period, different effects.
Puzzle of December 16, 2009
The Labour of the Months: December.
Puzzle of December 4, 2009
Puzzle of October 21, 2009
The Labour of the Months: October. The crop is being sown in front of the Louvre. As Allen Farber points out, this is a view of the city of Paris in which very few Parisiens can be seen: though the fortress of the Louvre is shown in exacting detail, the peasants working in front of the [...]
Puzzle of September 21, 2009
The Labours of the Months: August.
Puzzle of September 20, 2009
Giovanni Castrucci (or Castrucci workshop), Wooded Landscape with Crenellated Wall, c. _PHONE_, Commessi di pietre dure (so-called Florentine Mosaic) of Bohemian semiprecious hard stones and petrified wood mounted on slate. Smart Museum of Art, University of Chicago, Gift of the Collection of Edward A. and Inge Maser in honor of Richard A. Born, 2008.43. Source: [...]


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useful for printing error messages, tables of data, and the like.


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Aug. 11, 2008 A new chemical probe can rapidly detect ricin, a deadly poison with no known antidote that is feared to be a potential weapon for terrorists and cannot quickly be identified with currently available tests.
The probe, developed by chemists at UC San Diego, glows when bound to a ricin-damaged part of the body's protein-making machinery, they report in the international edition of the journal Angewandte Chemie. Because the test pinpoints the specific injury underlying the poison's toxicity, it could also help to develop drugs to counteract the effect of ricin.
Ricin toxin is among the most deadly. Just 400 micrograms, about the size of a grain of salt, is enough to kill an adult, according to a report by the Congressional Research Service. Several other toxins including saporin and sarcin all cause harm in similar ways.
These poisons nick a crucial loop of RNA that is part of the cellular structure that synthesizes proteins called the ribosome. That small alteration, the loss of a single piece at the apex the loop, is enough to shut down the manufacture of proteins. Damage of this type is unusual in the absence of these specific toxins.
"We found a chemical reporter that detects a relatively rare event, one that is related to the action of the toxin," said Yitzhak Tor, a professor of chemistry and biochemistry at UCSD.
Tor, along with postdoctoral researcher Seergazhi Srivatsan and graduate student Nicholas Greco, created a short string of RNA building blocks, or nucleotides, that will attach to the loop. At one position, matching the site ricin damages, they substituted a synthetic nucleoside that glows when the piece that belongs there is missing. If the toxin has damaged the loop, ultraviolet light shone on the sample will fluoresce bright blue.
"Our reporter probe shows that the reaction is taking place," Tor said. "When there's no toxin, there will be no light emission."
Ricin worries security experts because the toxin, an extract of castor beans, is relatively easy to make and difficult to detect. Right now, tests rely on antibodies that recognize the ricin toxin protein itself, which take at least 48 hours to complete, according to the Centers for Disease Control and Prevention. The new test works quickly; it can reveal the presence of damaged ribosome loops in less than 30 minutes.
Tor's team has developed their probe using isolated RNA loops. These will be the basis for the future design of a sensitive chip that could be used in the field to detect quickly the presence of dangerous toxins.
And because their probe detects the action, rather than merely the presence of the toxin, it could be used to develop ways to help people who have been exposed, Tor said. "Now that we have an assay that senses the toxin's activity, we can try to discover inhibitors of the toxin or antidotes."
The National Institute for General Medical Sciences funded this research.
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- Seergazhi G. Srivatsan, Nicholas J. Greco, Yitzhak Tor. A Highly Emissive Fluorescent Nucleoside that Signals the Activity of Toxic Ribosome-Inactivating Proteins. Angewandte Chemie, Published Online: Aug 6 2008 DOI: 10.1002/anie.200802199
Note: If no author is given, the source is cited instead.


ROC to be honored at US war cemetery
MAKING A MARK:：The memorial marker is scheduled to be installed today in a Hawaii cemetery in memory of ROC servicemen who died in World War II, Korea and Vietnam
Mon, Aug 19, 2013 - Page 3
After agreeing to set up memorial markers for South Korea, Vietnam and the Philippines at the National Memorial Cemetery of the Pacific (NMCP) in Honolulu, Hawaii, the US is now preparing to set up a memorial headstone for Republic of China (ROC) servicemen, the Veterans Affairs Commission said.
The cemetery is dedicated to the men and women who served in the US armed forces during World War I, World War II, the Korean War and the Vietnam War.
Officials said the request to have an ROC memorial marker set up in the cemetery was made in 2011 by former Veterans Affairs Commission minister Tseng Jing-ling (曾金陵) when he attended the 112th Annual Convention of the Veterans of Foreign Wars of the United States in San Antonio, Texas.
Tseng had previously visited the cemetery to lay flowers as a token of respect and was escorted by a detail of US honor guards that fired a 21-gun salute in tribute to fallen soldiers.
Officials said Tseng told US authorities that the cemetery should include a memorial marker for the ROC because of the contributions made by ROC servicemen during World War II, adding that the headstone would also symbolize the longstanding military ties between the two nations.
"Many of our armed forces personnel lost their lives in World War II, as well as in the Vietnam and Korean wars," Tseng said.
As defined by the US Navy, the Pacific theater of World War II included China, Southeast Asia and the Central and Southwest Pacific areas. China became involved in the Pacific theater when the Second Sino-Japanese War it was fighting with Japan at the time merged into the World War II front following Japan's attack on Pearl Harbor.
Despite not being able to participate actively in the Korean War or the Vietnam War due to US intervention, the ROC government sent many volunteers to serve as translators with the UN intervention force on the Korean Peninsula.
The ROC took a more active role in Vietnam, where it trained South Vietnamese commandos and coordinated logistics.
The commission said that the US Department of Veteran Affairs announced it had accepted Tseng's proposal in June, adding that both sides had agreed to install the marker at the cemetery today.
According to the commission, Tseng — although retired — paid for his own plane ticket to Hawaii to attend the inauguration ceremony.
Commission Deputy Secretary-General Sung Hai-sheng (宋海笙) and Chang Chih-fan (張志範), chief of the oversea affairs section, will be the commission's official representatives at the event.
The commission said the marker was made in Taiwan and shipped to Hawaii by sea, adding that it featured the Taiwanese and US national flags, as well as the commission's logo.
The marker is inscribed with a dedication written in Mandarin and English reading: "We Salute Those RIP in NMCP. Your Gallantry In Preserving Peace of Asia and Pacific Region Will Always Be Remembered."


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Differentiating The Information Commodity
One of the core components of creating a unique user experience is making it clear to the end user or customer that a product or service is differentiated from competitors so that it compels the individual to seek out this different experience. At DBL we've discussed the importance of identifying ways to differentiate the library. From the end-user perspective, what is it about the library that makes it different and unique from all other potential sources of information – especially the ones that are more convenient to use.
One of the challenges librarians face is that their primary product, information, is a commodity that is difficult to differentiate. It used to be that academic libraries could emphasize their scholarly content as different from what search engines offered, but Google Scholar changed all that. The end user perceives all information as relatively the same, especially when they can find it on their own, and it all seems to relate to the question or topic of choice. And even if it isn't the highest quality information, if finding it is convenient and fast then it's good enough.
The Branding Strategy blog explores how one might go about differentiating or branding a commodity. In fact, one of the bloggers there, Brad VanAuken, said "I am a firm believer that everything can be branded/differentiated. I have never encountered a product or service that I could not brand/differentiate". In that same post he provided some examples of branding products for differentiation. In a more recent post VanAuken wrote more specifically about how to differentiate commodities. Commodities, like the information contained in articles and books, is difficult to differentiate. What is different about the information found in a book in the local public library and the same or a similar book found online via Google books or Amazon?
The answer is nothing, at least nothing much different than the vodka found in bottles from two different companies, or for that matter much of the water sold in plastic bottles. Can you really taste the difference between two brands? But why does one brand command a higher price and why do more consumers know the name or can recite its tagline? The reason is differentiation. It's the same thing with information. It may be the same but one provider may have more brand recognition, another may offer great convenience and yet another may deliver unique packaging. Libraries offer books and other information for free. You'd think that would be a significant and desirable differentiating factor. But when you factor in questionable convenience, difficulty finding out what the library offers and some complexity in getting to the information, free looks like less of a bargain. Then again, the vodka example shows consumers will pay more if they believe they are getting higher quality or more value for their money. But will they go to more trouble and spend more valuable time to get it?
So what advice does VanAuken offer for how to differentiate any commodity? Some are the sort of things you'd expect: superior quality control; great customer service; best range of product availability. While all of these would be desirable for any library, doing them all well in order to compete with an Amazon or Barnes & Noble could be quite a challenge. He also says that one way to differentiate with commodities is to identify unique categories of customers and focus on meeting their unique needs. This is one area in which libraries of all types might be most successful. We often know our user segments (children, teens, college students, professionals), and we often know more about them and their research needs than the competition.
One way in which libraries, particularly academic libraries, might differentiate their information is to better connect the end user with highly specialized resources that may be linked to a specific issue or discipline. The same could be said for the mostly unique content in special collections. While Google is digitizing these unique materials from its library partners' collections, there still remains much that is unique and valuable for differentiation. Promoting these unique databases and collections will present a challenge since they have small numbers of potential users. But reaching these smaller groups, over time, can convert to a large user base. We are challenged to differentiate the library's core commodity – raw information – but as VanAuken says, "Everything can be branded/differentiated."


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Student or Learner
I remember having read some sentences like the ones below, and I'd appreciate it if someone can please tell me what kind of sentence structure this is called. I'm baffled by the opposite meanings of the adj. and adv. used within the sentence. Thanks for your help.
1. Davis operates as covertly as Walsh does overtly.
2. The husband is as conservative as the wife is aggressive.


text:
To examine these relationships, the project leaders conducted research at two elementary schools in southern California: Lugonia Elementary School in Redlands, and Inland Leaders Charter School in Yucaipa.
Pilot testing of spatial activities and assessments took place at Lugonia Elementary School during the spring of 2016. The purpose of that research was to fine tune the activities and assessments that would be used in the larger research study. A comparison-group study was conducted at Inland Leaders Charter School during the 2016-17 school year. The goal of this study was to gather data that could be used to explore relationships among spatial thinking skills, computational thinking abilities, and mathematical performance.
Two treatment classrooms in each K-5 grade at Inland Leaders Charter School implemented spatial thinking activities for approximately 30 minutes each day during the 2016-2017 school year.
Two control classrooms in each grade did not do the designated activities. The spatial activities included creating designs with manipulatives such as design blocks and tangrams, mapping classrooms and schoolyards, using a map to find treasures, and providing directions with coordinate systems. At the beginning and end of the school year, all students completed spatial and mathematics assessments. A spatial-computational thinking assessment was also piloted with K-2 students.


May 16, 2020
Global consumers willing to pay more for British manufactured products
Sophie Chapman
2 min
Supply chain inefficiencies and miscommunication through "Chinese Whispers" are costing UK businesses over £1.5bn in lost productivity
A report released by Barclays Corporate Banking indicates that 39% of global consumers would be more likely to purchase products produced in the UK.
The report, dubbed Brand Britain: Export Opportunities for UK Businesses, notes that Asia and the Middle East are the most likely, conveying more interest in Brand Britain, and the association with quality.
Out of the 8,060 people surveyed, 67% Indian people, 62% people from the UAE, and 61% of Chinese people were more inclined.
The Barclays research also suggested that the dedication to British manufactured products was strongest with young people, with almost half (48%) said they would be more likely to purchase.
The majority of young people in China, between the ages of 25-34, were more interested in British made commodities, at 73%.
People with the over 55 age group, however, were less likely to be encouraged by British production, at only 24%.
The survey, which questioned people from eight markets – France, Germany, Republic of Ireland, India, China, UAE, the US, and South Africa – noted that food, fashion, and cars were the most popular products from the UK.
22% of consumers would be more willing to purchase food knowing it was from Britain.
Cars received 10% interest, with 9% of the group encouraged by British exported clothing, matching with 9% of people more likely to purchase British alcohol.
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Jun 16, 2021 x BSH: Voice Automating the Assembly Line
What Sets Apart?
 - Low latency. The AI understands commands quickly and accurately.
How Voice Automation Works
Future Global Adoption
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Climate: The environmental conditions under which an aircraft is maintained and operated greatly affect the corrosion characteristics. In a predominately marine environment with exposure to sea water and salt air, the moisture-laden air is considerably more detrimental to an aircraft than it would be if all operations were conducted in a dry climate.
Temperature: Temperature considerations are important as speed of electrochemical attack is in creased in a hot, moist climate.
Size and Type of Metal: It is well known that some metals will corrode faster that others but it is a less known fact that variations in size and shape of metal can indirectly affect the corrosion resistance. Thick structural sections are more susceptible to corrosive attack that thin sections and the reason is that variations in physical characteristics are greater. When large pieces are machined or chemically milled after the heat treatment, the thinner areas will have different physical characteristics than the thicker areas and thus variations.
From the corrosion control standpoint, the best approach is to recognize critical nature of integrity and strength of major structural parts and to maintain permanent protection over such areas at all times to prevent the onset of deterioration.
Foreign Material: Among the controllable factors affect the onset and spread of corrosive attack is foreign material with adheres to the metal surfaces.
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Apples can be canned, juiced, and/or fermented to produce apple juice, cider, vinegar, and pectin. Distilled apple cider produces the spirits applejack and Calvados.
Apples are an important ingredient in many winter desserts, for example apple pie, apple crumble and apple cake. They are often eaten baked or stewed, and they can also be dried and eaten or re-consitituted (soaked in water, alcohol or some other liquid) for later use. Pureed apples are generally known as apple sauce. Apples are also made into apple butter and apple jelly. They are also used cooked in meat dishes.


Managing "Global Constants" with a Database
Introduction There always comes a time while developing an application when a programmer has to introduce some "constants". These may be Id's, names, time intervals. The first action is to just put the literal constant where it's needed first. Once the value of the constant is needed in additional places, a decision has to made: where to store the "constant". The really bad answer would be to just reuse the


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Exploring IMatrixInquiry, Standards & You
Keeping up with the changing standards? Are you confident about teaching your students the inquiry process? Wish you knew how to get started?
Don't worry, you're not alone. Many educators are in your position and are looking for a quality solution. INFOhio's IMatrix system will help you understand inquiry and offer you a variety of materials for classroom instruction... and everything is directly tied to your standards.
Exploring IMatrixThe IMatrix System
The IMatrix cube represents how the system works. The layers are the grade levels—Pre-K through 12 (green). The cube is four rows deep with each row representing a major content area (yellow). If you slice the cube from left to right you will see the six Dimensions of Inquiry—each representing a group of skills and steps in the inquiry process (blue). Click the navigation buttons below for more information and don't forget to explore the links in the left side menus.
The IMatrix system is here to help you!
Exploring IMatrixWhat's the Grade?
No matter the grade you're teaching, some level of the inquiry process should be integrated into your classroom instruction. The amount of information you can find on each of the Dimensions of Inquiry is phenomenal. Wouldn't it be nice to know what skills and resources are available to you as an educator that meet the grade-specific needs of your students?
INFOhio's IMatrix system can help there too.
Exploring IMatrixWhat's the subject matter?
Not only do we have new standards to deal with, but we have to help build our students' inquiry skills by utilizing grade-appropriate teaching techniques and resources. The question is, where can you find all of these resources and how can you know which resources best support the teaching of inquiry in the subjects you're responsible for?
Try out INFOhio's IMatrix system. What every educator needs.
Exploring IMatrixDimensions of Inquiry
The six Dimensions of Inquiry are: Questioning, Locating Information, Evaluating Information, Applying Information, Sharing Knowledge and Reflecting. Together they represent the inquiry process. Standards now require that inquiry be taught across all content areas and all grade levels. The IMatrix System allows you to see the hierarchical scaffolding of skills in these dimensions from early grades through high school… and by content area.
Exploring IMatrixSearch IMatrix
Your next step is a search! Look at the cube and think about the potential of being able to select a grade, a content area, and a dimension or specific set of inquiry skills. And the result of that search—a selection of resources including assessment ideas, instructional materials… even cross curricular connections,,, all aligned to your standards. That's the power of IMatrix!
Keep exploring. INFOhio's here to help.


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DOE awards $38 million for geothermal research
The Dept. of Energy has awarded $38 million to advance technology and reduce costs of geothermal energy to companies and universities.
U.S. Energy Secretary Steven Chu today announced $38 million over three years for projects to accelerate the development of promising geothermal energy technologies and help diversify America's sources of clean, renewable energy. Thirty-two innovative projects in 14 states will develop and test new ways to locate geothermal resources and improve resource characterization, drilling, and reservoir engineering techniques, which will enable geothermal energy sources to help reduce the nation's reliance on fossil fuels. Funded through DOE's Office of Energy Efficiency and Renewable Energy, these advances will play an important role in achieving President Obama's goal of generating 80% of U.S. electricity from clean energy sources by 2035.
"The Department of Energy (DOE) is investing in pioneering new technologies that will further develop the nation's geothermal resources, create skilled jobs for American workers, and help diversify our energy portfolio," said Secretary Chu. "The projects announced today will provide opportunities for clean energy innovations that will ensure the U.S. remains a global leader in geothermal energy development and expand the nation's use of this important renewable energy resource."
This significant investment in clean energy development is part of the Department's comprehensive effort to reduce the cost of geothermal energy, making it more competitive with conventional sources of baseload electricity. Projects will perform feasibility studies before advancing to prototyping and validation, which will be conducted through vigorous laboratory-based research and field testing. The selected projects will support the Department's goals of lowering the cost and financial risk associated with confirming and characterizing geothermal resources and will help to overcome key technical challenges to the reservoir creation and sustainability of enhanced geothermal systems.
Selected awardees are as follows:
Hattenburg Dilley & Linnell, LLC (Anchorage, Alaska): up to $330,000 This project will evaluate the chemical, thermal and permeability characteristics of a geothermal reservoir using chemical signatures that are trapped inside minerals to increase exploration drilling success rates.
Lawrence-Berkeley National Laboratory (Berkeley, California): up to $540,000 This project will predict changes in fluid flow through fractures and improve current methods of estimating geothermal reservoir temperatures to enable subsurface imaging and reduce exploration costs.
Lawrence Livermore National Security, LLC (Livermore, California): up to $890,000 This project will reduce resource exploration costs by developing a processing technique for a variety of geophysical and geological parameters.
Paulsson, Inc. (Woodland Hills, California): up to $3.0 million This project will advance the collection of seismic data from stimulation zones to accurately characterize enhanced geothermal system reservoirs.
Potter Drilling, Inc. (Redwood City, California): up to $1.5 million This project will adapt hydrothermal spallation drilling technology to increase the effective diameter of wells and increase their production capacity.
See the complete list at the U.S. Department of Energy here.
- Edited by Chris Vavra, Consulting-Specifying Engineer, _URL_
Case Study Database
Get more exposure for your case study by uploading it to the Consulting-Specifying Engineer case study database, where end-users can identify relevant solutions and explore what the experts are doing to effectively implement a variety of technology and productivity related projects.
These case studies provide examples of how knowledgeable solution providers have used technology, processes and people to create effective and successful implementations in real-world situations. Case studies can be completed by filling out a simple online form where you can outline the project title, abstract, and full story in 1500 words or less; upload photos, videos and a logo.
Click here to visit the Case Study Database and upload your case study.


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CMM Operator/ Inspection/ Bonding Operator
Received fan blades, spacers, and platforms from various steps in production process to measure, calculate, and confirm or reject tolerances designated from customer.
- Operated CMM machine to identify any non-conformances and collect data for customer review.
- Typed up MRR's upon discovery of part defects and passed on documents to Quality Control.
- Created powerpoint presentations with pictures of any non-conformance and entered presentation into Quality Control database.
- Finished carbon fiber composite aircraft parts including fan blades, spacers, platforms, and fan cases.
- Used various adhesives and other bonding agents to attach titanium metal leading edges, wear strips, and fire-protectant materials to parts.
- Performed deflash operations to remove excess cured adhesives from parts using scalpels, grinders, picks, and other electrical tools.
- Inspected finished parts using calipers, micrometers, gauges, and scales to meet required tolerant measurements.


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- Historic Sites
The Great Diamond Fraud
Two slick miners fooled Tiffanys and Rothschilds until a geologist found the fake "mountain of gems"
February 1956 | Volume 7, Issue 2
In England, Baron Rothschild was watching developments. After the testimony of Tiffany and Janin, the Baron ordered his agents to get control of the gem enterprise. Ralston laughed at this move but he had Rothschild's agent, A. Gansel, elected to the board of directors.
Meanwhile, Arnold and Slack decided they had had enough of the last company. After showing several corporation officials how to locate the diamond field, they sold out. They took for their interest $300,000 each and a percentage of the future profits.
King and Gardner still were sure that the mine was fraudulent, and they decided that they must talk to Henry Janin. Since they did not expect Janin to want to talk to them, they learned where he customarily ate dinner and waited for two days until he appeared. When he entered the restaurant, King invited Janin to eat with them.
To their astonishment, Janin opened the conversation by asking if they had heard about the Arizona diamond discovery. He was proud that his name was associated with it.
He related that the journey on horseback had followed an erratic course. Even with their blindfolds, he could tell that at times Arnold and Slack seemed lost. Perplexed, they argued about the position of the sun; Arnold left the party to climb a high peak in search of landmarks. Long after the San Franciscans were ready to give up the search, the guides removed their blindfolds and announced that they had reached their goal. The spot was at a high elevation, about 7,000 feet above sea level, and near a conical mountain.
Immediately all fatigue and irritation disappeared. The party began to scratch and dig where Arnold and Slack pointed. Within ten minutes a San Franciscan found a diamond. Then they all began to have fantastic success. Diamonds were everywhere; occasionally the hunters found a ruby, a garnet, a sapphire, or an emerald. Janin swore that twenty rough laborers could wash out a million dollars' worth of diamonds per month indefinitely.
When Janin was spent, King and Gardner began a cross-examination. "Of course, you know exactly where the place is?" King asked.
"No. No, I don't. I was taken a long distance on a train, about 36 hours. Then we left the railroad at some small station where there was no attendant. We were brought out of the station blindfolded and put on horses which our guides secured in some way. For two days we rode, and at last they took our blinds off when we got to this mountain. If I hadn't gone through it all myself, I should hardly believe it."
"Why?" Gardner asked.
"It's a curious place, a desert with a conical but flattopped mountain rising right out of it, and on the mountain you find everything from garnets to diamonds!"
King then commented, "It's a pity you had such had weather to ride in."
"Why, we had splendid weather," Janin said. "In fact, we had the sun in our laces for the entire two days during the trip; it was quite too hot."
When the mining expert left, King explained to Gardner why he had asked Janin about the weather, Janin was fooled about the mine's location, or he had not been entirely frank with them. It was impossible to get to Arizona by a 36-hour train trip followed by a two-day ride on horseback. Thirty-six hours on the Central Pacific would have taken the party east of Promontory Point in Utah and on into Wyoming. This checked with some information they had about rainfall. Almost all the mountainous areas in Nevada and Utah had been covered with rains and storms at the time of the trip, yet Janin had said that his trip was dry. Only southwestern Wyoming and northern Utah had escaped the deluge. The party must have been traveling generally southward since Janin made such a point about facing the sun for the entire day. Unless they had wound and twisted a great deal, two days' trip to the south would have taken them into Utah.
King and Gardner studied their maps. They had a faint recollection ol the mountain Janin had described, but neither could place it exactly. In a few minutes, they found such a mountain on the edge of the Uinta Range east of Salt Lake City, which they had surveyed only a year before.
Thirty-six hours later, King arrived at Rawlings Springs, near what is now Green River, Wyoming. Here he hired an elderly German prospector who had some horses to carry the barometers, transits, sextants, food and books King found necessary for all his trips. King and the German cut across Red Canyon and the valley of the Green River and up into the gulches and ravines of the Uinta foothills, about 140 miles east of Salt Lake City. Finally they climbed onto the mountain of their destination, Table Rock, a plateau of 6,840 feet elevation. They arrived on November 2.
At first they found nothing. Quickly satisfied that their search was profitless. King quit scratching around in the rocks and began to took supper; the old prospector, however, still continued digging, just as the meal was ready, the German called from a spot several hundred feet from their camp site. He had discovered what |an!n and the San Francisco reports had promised: raw diamonds, emeralds, rubies and sapphires.
The geologist and the prospector pitched camp and went to bed, but neither of them slept much. At sunrise, the prospector was again scurrying around picking up the valuable stones. Suddenly he held up a stone and shouted, "Look, Mr. King. This diamond field not only produces diamonds but cuts them also!"


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The Closing Process
For someone who is going through a first-time purchase or sale, the process can be daunting. Not only is there a lot to get done, but the order and timing of the process is very important. While most investors will have an agent to help them through the process, it's important that the process is well-understood by the investor so he can protect his own interests in the deal.
Here is the abbreviated process for a typical retail closing (meaning a typical private buyer and typical private seller):
- Buyer and Seller sign contract. The contract is now called "executed" (or more accurately "executory") and the closing process starts.
- One of the agents will at this point send the contract to a closing agent — either a title company or an attorney, depending on your state. This is referred to as "opening escrow."
- The closing agent will at some point (generally pretty quickly) do a title search or order a title search from another company that specializes in doing them.
- The buyer will generally at this point get an inspection. Most retail contracts will have a period during which the buyer has the option to get inspections and back out if the inspection results are not satisfactory (called an "inspection period" and the contract clause is called the "inspection contingency"). In some cases, the buyer can back out for any reason whatsoever (called a "due diligence period" with a "due diligence contingency"). The buyer may get a termite inspection (or ask the seller to provide a clear termite letter), may get a survey, may get mold tests, radon tests, etc. Whatever they feel is necessary to be comfortable with the condition of the property. This time period is generally somewhere in the 7-14 days, but can be anything the buyer and seller agree upon.
- If the buyer is getting a loan, the buyer at this point will generally fill out a formal application (if not already done) and get the loan process started. If getting a loan, the buyer will generally have a clause in the contract where they have a period of time during which they can back out if they determine they can't get the loan (called a "financing period" and "financing contingency"). This is generally somewhere in the 21-30 days, but again, can be anything the buyer and seller agree upon.
- The inspection results come back and the buyer will generally at this point ask the seller to make some repairs based on the results. Some of the requests may be necessary to get the loan approved (lenders will often see the inspection report and require certain repairs to ensure the house is in good shape), and if the property is being sold as-is, the buyer can still ask the seller to drop the price in lieu of making repairs. This is done using a contract amendment called a "repair amendment" or something similar.
- Buyer and seller negotiate these repairs, and assuming they come to agreement, the buyer will generally agree that the "inspection period" or "due diligence period" is now officially over (even if all the time hasn't elapsed in the period).
- Once the repairs are agreed upon, and after the lender/broker has gotten a reasonable expectation that the buyer can qualify for the loan, the lender will order an appraisal. This is to verify that the property is worth what it's being sold/bought for, so that the bank isn't lending more money than the property is worth. The appraiser will generally go to the house within a couple days of the appraisal being ordered, will do their walk-through, and then will return the appraisal results within a couple days after that. The whole process takes about 3-7 days.
- If the buyer is getting a loan, there is almost always an "appraisal contingency" in the contract. This generally says something along the lines of, "If the appraisal indicates that the property isn't worth what the buyer and seller have agreed upon, the buyer can walk away from the deal." In reality, the other options are that the seller reduces the selling price to whatever the appraisal value is, the buyer figures out a way to pay the difference out of his own pocket, or a combination of both. But, one way or the other, until the sales price and the appraisal value are matched up, the deal can't go through and the buyer will generally have an option to walk away.
- Before the end of the financing period, the buyer should determine if they can get their loan (generally, the appraisal is one part of this determination), and by the end of that period, the buyer (or the lender) should provide a "commitment letter" to the seller indicating that the loan is pretty much approved. Once past the financing and inspection periods, if the buyer hasn't back out with the appropriate reasons, they now either need to complete the deal or lose their earnest money.
- During this whole time, the closing agent is working on the stuff needed for closing. They are ensuring that there are no title issues (and if there are, is working with the seller to resolve them), they are contacting the HOA to get payment info, finding out tax information, etc.
- At some point before closing, the seller makes the agreed upon repairs. Generally, the buyer will do a walk-through a few days before the closing to verify all the repairs have been completed (if any were requested). The lender may send an inspector back to the property as well to verify the repairs if they are required for the loan.
- The last week or two of the process is generally where all the contract, loan information, the inspection report, the appraisal and all other pertinent documents go to the underwriter (this person works for the lender and makes the final decision on whether the loan gets approved or not). During this time, the buyer may need to provide some extra documents, as might the seller or the closing agent. Every time the underwriter needs information, the process generally stalls for a couple days (underwriters are busy, and it can take 2-3 days to review everything new that comes in). So, you may think you're a couple days from closing, but the date keeps getting pushed back — this may be because underwriting keeps asking for more and more information.
- The last step the underwriter generally takes is to verify the buyer's employment. If the buyer lost their job in the past couple weeks (or lied about their employment), this may not be found out until nearly the end of the process and the whole thing can fall apart.
- Once the underwriter verifies everything and gives the okay on the loan (called "clear to close"), they will send all the documents they need signed, along with a set of instructions over to the closing agent (the "closing package"). Generally speaking, the closing agent is representing the bank, not the buyer or seller, and the closing agent will following the instructions the underwriter provides on what needs to be signed and taken care of.
- The closing package contains all the financials of the transaction, including all the costs to the buyer for the loan. The closing agent will take all these numbers, along with all the payment information they gathered from the HOA, tax authority, etc, and create a detailed statement that itemizes how much each side (the buyer and the seller) need to pay and/or receive. This statement (the "HUD-1" or "Settlement Statement") is standard across the country, so it always has the same format wherever you may be.
- A couple days before close, the closing agent should send a copy of the HUD-1 to all parties to review. In reality this often happens the day before or even the day of. When dealing with a bad closing agent, it might happen while you're sitting in the closing office waiting to close… 🙂
- The day of closing, the seller comes to the closing office with the house keys, the buyer comes to the closing office with a certified check for the amount he owes (or he can wire the funds), the bank wires the loan money, and lots of documents are signed.
[NOTE: There could be lots of other contingencies in the contract as well that need to be cleared. For example, the buyer may have a contingency that says he needs to sell his house before he has to buy the seller's house. If the buyer can't sell his house, he can back out of the deal based on whatever the terms are in that contingency. There are all kinds of potential contingencies (anything you can imagine), and as long as the buyer and seller agree, it's part of the contract and those need to be cleared before both parties are obligated to go through with the purchase.
Now, all that said, here's a disclaimer:
Some areas may have other steps that I didn't mention, I may have missed some stuff, I may have glossed over some important stuff, some steps may not happen for some reason, sometimes things are done in a different way or by different parties, sometimes the process is much longer/shorter/complex/simple/etc. So, don't rely on this to pass any real estate exams — but it should give you a basic idea of the process for your next closing.


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- Visitors & Friends
- About the University
Mathematical model 'describes' how online conflicts are resolved
20 Feb 13
Researchers have produced a mathematical model to describe how conflicting opinions are resolved over articles that appear on Wikipedia, the collaboratively-edited encyclopaedia.
The study maps the evolution of opinion over time, showing that even widely diverging opinions eventually converge. The researchers say this pattern in collective human behaviour is reminiscent of the interaction of particles in physics, such as when wind-blown grains of sand eventually create sand dunes. The study also notes that the collaborative nature of a medium like Wikipedia tempers extremes of opinion.
The model, which appears in the journal Physical Review Letters, was constructed by a research team, including Dr Taha Yasseri from the Oxford Internet Institute at the University of Oxford, as well as researchers from Hungary, Finland and Spain.
Dr Yasseri says: 'We believe this model exhibits some interesting behaviour that for the first time can qualitatively capture key characteristics of off-line conflicts.
'The competition and co-existence of local and global interactions play an important role in physics. For example, we have already observed this in the creation of sand dunes, which are not solely formed by the local interaction of sand grains with neighbouring grains but also the wind, which brings into play global and long-range effects. To understand the emergence of editors' opinions, again we see both the direct interactions of editors with each other and the global interactions of editors altering a shared medium.'
In the presence of an article a collective behaviour appears, conflict followed by consensus, not unlike in chemical synchronisation and sand ripples.
At the outset, the researchers mapped widely differing opinions amongst the 'editors' of three articles that appeared on Wikipedia about the Dresden bombing, Japan and anarchism. Editors were seen to influence each other either through direct communication or indirectly by modifying the online Wikipedia article.
The researchers found that when a fixed number of individuals form one'mainstream' and two opposing 'extremist' groups, consensus in the medium's content is achieved, but only after a long time and this may not correspond to the initial mainstream view. In the case of a dynamic environment where new editors replace existing ones, they found periods of conflict and consensus can alternate indefinitely, depending on the rate of newcomers and the degree of controversy in the article's topic.
The group's model describes the spontaneous dynamics of the clashes of opinions in Wikipedia in three types of scenarios: First, it shows how increasing the number of new editors to an article gives rise to controversy. The model also accounts for different levels of tolerance in editors' sensitivity towards certain topics. Moreover, it captures states of uninterrupted controversy where sensitive contributors cannot stand even small deviations from their opinions. However, it shows that eventually even strongly opposing views converge over time, even without direct interaction between dissenting contributors. The researchers conclude that the shared medium takes care of this.
'The presence of the Wikipedia article itself brings the opinions of individuals together and helps the convergence process. Without an article on which to work collectively, groups with different opinions could stay separate and ignore each other,' explains Gerardo Iñiguez, doctoral student in the group and in Aalto University Department of Biomedical Engineering and Computational Science.
'Usually sand grains only collide with neighbouring grains, but wind can project them into the air and make them hit faraway grains. This long-range global interaction creates a ripple pattern that does not appear in the absence of wind,' adds Iñiguez.
Dr Yasseri concludes: 'In Wikipedia local interactions occur between editors modifying their opinions, while global interactions are those of the editors with an article. In the presence of an article a collective behaviour appears, conflict followed by consensus, not unlike in chemical synchronisation and sand ripples.'
János Kertész from the Center for Network Science, Central European University, Hungary explains: 'New media produce an efficient collaborative environment but with collaboration comes conflict. Wikipedia is an important example because every single change is documented and publicly available. It's a goldmine for research.
'Our model is a tolerance model: If the article is very different from an editor's opinion, they are more likely to change the article. If it's close to their opinion, the editor is less likely to change it. Is usually a few people who are rigid and keep the edit war going.'


You asked: How do you bypass parental Internet blocks?
Parental controls leave search sites such as Google and Bing accessible. Search for proxy sites. Proxies bypass filters on your internet by diverting the traffic to another server, masking your computer's address in the process. Go to the URL of a proxy site.
How do you bypass time restrictions on WiFi?
To bypass blocked websites or restricted WiFi, a Proxy also helps. Using a VPN is the easiest way to bypass WiFi restrictions and unblock barred sites.
How do you bypass parental restrictions?
How to check:
 1. Look for a VPN app icon on the screen.
 2. Type "VPN" in the phone search bar.
 3. Check AppStore: type "VPN" and look through the apps to see if they are marked as downloaded (Apple) or have Open/Uninstall option (Android) next to them.
 4. Check for "VPN" in the upper left corner next to the cell signal.
How do I take restrictions off my internet?
Select the "Tools" icon and choose "Internet options." Scroll down to the Security tab and right-click the "Restricted sites." Highlight the filters you want to unblock and select "Remove." Finish by clicking "OK" to save the new settings. Restart your computer to apply the new settings.
IT IS INTERESTING: Your question: When can I give my baby beef?
How do I disable Mmguardian without parents knowing?
This section may be called Applications or Apps on some Androids.
 1. Open the Play Store. You'll find the Play Store's briefcase icon in the app drawer. …
 2. Tap the ☰ menu. …
 3. Tap Settings. …
 4. Scroll down and tap Parental Controls. …
 5. Slide the "Parental controls are on" switch to Off position. …
 6. Enter your four-digit PIN and tap OK.
How do I bypass parental controls on Android?
How do you bypass parental restrictions on iPhone?
Deleting and Re-downloading an App to Bypass App Limits
When the time limit for a particular app is up, children are just uninstalling it from the device and they open the App Store by clicking on the cloud icon at the top right that provides access to other iCloud accounts. Then they can re-install the same app.
How do you put parental controls on WIFI?
How do I set parental controls on my router?
 1. Connect your computer to the Wi-Fi network of your router, or to the LAN port on the router using an Ethernet cable. Open a browser, enter 192.168. …
 2. Go to Tools > Parental Control and click +.
 3. Select the time, week, and device name you want to add parental controls for, and click OK.
IT IS INTERESTING: Frequent question: How long after conception does a baby have a heartbeat?
How do I turn off parental controls on my iPhone?
To completely turn off Parental Controls on the iPhone and iPod touch, follow these steps on the device you want to disable the settings on.
 1. Tap Settings > Screen Time. …
 2. Tap Content & Privacy Restrictions. …
 3. Toggle the Content & Privacy Restrictions slider to off/white to turn off Parental Controls.
13 мар. 2020 г.
Can Internet providers block IPTV?
IMPORTANT – Once an IPTV device is connected to the VPN network there is no possible way that any ISP can be blocking your IPTV access on it. The natural conclusion would therefore be that it's in some way related to the IPTV company and how they handle VPNs.
Why does it say my Internet access is blocked?
The leading causes of internet issues in Windows 10 are: Malware or viruses that enter your PC via a downloaded file, infected USB drive or some malicious file. These viruses can change your network and browser settings, which in turn gives you, "Your internet access is blocked" error.
Why is my Internet blocking sites?
IP address blocking happens when a network is configured to reject access for specific IP addresses. … It's possible to either block specific or country-wide IP addresses. While sometimes this method is used for all the right reasons, your ISP may be using IP blocking to prevent your access to legitimate websites.
Can MMGuardian see Snapchat?
View all SMS text messages sent to and from the child phone in addition to messages sent in select social media apps such as Facebook Messenger, Whatsapp, Instagram, Snapchat, and TikTok.
IT IS INTERESTING: Question: What is a good gift for a 5 month old baby?
How do I get around parental controls app?
Check out our latest video podcast, Family Tech Talk!
 1. Use a messaging app they CAN have to text themselves content during times they are allowed. …
 2. Unplug Devices. …
 3. Letting YouTube keep going. …
 4. Delete and re-install app right away to reset the time limit.
9 окт. 2019 г.
 1. On your Android phone or tablet, open Google One.
 2. At the top, tap Settings.
 3. Tap Manage family settings. Manage family group.
 4. At the top right, tap More Delete family group. Delete.


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The images on the Marseille Tarot cards started out as illustrations of Sumero-Bablyonian myths, preserved through the centuries on cylinder seals. They were copied by people who didn't understand them but who also had access to some form, whether written or oral, of the wisdom encoded in those myths and in Bible stories. That wisdom is identical with Sufi teachings as espoused by teachers like Ibn al 'Arabi, Rumi, and others, including Gurdjieff and his teachings about the enneagram. The myths and stories are decoded in this book using the multiple meanings conveyed by Arabic consonantal word roots and by reference to those doctrines and to modern discoveries about conditioning and the hemispheric specialization of the brain. Arabic is the closest existing descendant of the ancient Protosemitic language. The Kabbalah, long rumoured to be linked to the Tarot, is shown to come from the same sources, and originally had eight, not ten, sefiroth. The visual evidence alone is overwhelming: the mystery of where the Tarot comes from has been definitively solved.
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Submerged Cultural Resources
Submerged Cultural Resource Preservation
Since the 1970s, the submerged cultural resources in the Dry Tortugas have been surveyed by underwater Archaeology survey crews. GIS based, remote sensing and site testing has occurred at known sites.
Most recently, in August of 2009, the Everglades and Dry Tortugas Dive team, along with the Submerged Cultural Resources Unit joined together to conduct archaeological condition assessments on the documented submerged cultural resources sites. The crew located or re-located the known sites and collected digital images and video of the submerged cultural resources. In addition, the crew identified new sites that had not previously been recorded in past surveys.
Many recovered anchors, canons, and other objects are now housed in the South Florida Collections Management Center managed by the Everglades National Park or at the Southeast Archaeological Center (SEAC) in Tallahassee, Florida.
Did You Know?
The Carnegie Institute's Laboratory for Marine Biology was established among the Dry Tortugas in 1905. Based on Loggerhead Key, this research facility laid the foundation for 20th century tropical marine science, with an emphasis on coral reef systems.


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A variance may be granted by the Board of Adjustment upon an affirmative finding that all of the following conditions exist:
1. The requested variance arises from conditions that are unique to the subject property, that are not ordinarily found in the same zoning district, and that are not a result of the owner's intentional action.
2. The granting of the permit for the variance will not adversely affect the rights of adjacent property owners or residents.
3. The strict application of the applicable standards will constitute an unnecessary physical hardship (not economic hardship) because the property cannot be used for an otherwise allowed use without coming into conflict with applicable site development standards.
4. The variance desired will not adversely affect the public health, safety or general welfare.
5. The variance is the minimum variance that will overcome the hardship.


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Renting a tall crane to get a high-angle shot could soon be an expense filmmakers can avoid with this Balloon Camera designed to lift a remote control stabilized camera gimbal up to 985 feet in the air.
Developed by the NHK, Japan's equivalent of PBS or the BBC, the miniature blimp is actually best suited for operating heights of around 165 feet where it's most stable. The four axis gimbal is panned, zoomed, and tilted with an RC helicopter remote, but thanks to built-in gyros the rig also independently moves to stabilize the camera as the balloon drifts about.
The rig remains tethered to the ground at all times since the balloon isn't designed to be flown, but in the event the cable snapping a safe landing mechanism ensures the gear its hoisting are immediately and safely returned to the ground.
Its Achilles heel is obviously the wind, as the stabilized gimbal can only compensate for movements in gusts up to 16 miles per hour. So forget about using it to capture dramatic footage of tornados, hurricanes, or monsoons, because once you set it aloft that's probably the last time you'll ever see it. [DigInfo]


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EPA works with our Mexican neighbors on the U.S.-Mexico Environmental Program, a collaboration between the United States and Mexico to improve the environment and protect the health of the nearly 12 million people living along the border. The bi-national program focuses on cleaning the air, providing safe drinking water, reducing the risk of exposure to hazardous waste, and ensuring emergency preparedness along the U.S.-Mexico border.
The Border 2012 program closed this year after successfully meeting and exceeding program goals and objectives. Along the border, more than 12 million scrap tires were removed and properly disposed of, more than 54,000 homes were connected to safe-drinking water system, and more than 540,000 homes were connected to wastewater systems.
2012 National Coordinators Meeting
EPA Administrator Lisa P. Jackson and Mexican Secretary for the Environment Juan Elvira Quesada met in Tijuana on August 8, 2012 to sign the Border 2020 framework agreement for continued environmental cooperation along the U.S- Mexico border. They were joined by U.S. and Mexican officials attending the annual National Coordinator Meeting (PDF).
The Border 2020 Program is the latest environmental initiative implemented under the 1983 La Paz Agreement. Building on the Border 2012 Environmental Program, it emphasizes regional, bottom-up approaches for decision making, priority setting, and project implementation to address the environmental and public health problems in the border region.
Border 2020 will seek to reduce pollution in water, air, and on land, reduce exposure to chemicals from accidental releases or terrorism, and improve environmental stewardship. Learn more about Border 2020 Goals and Objectives.
Border 2020 will build on the success of Border 2012 by maintaining the bottom-up approach to program design, and by committing to strategic priorities to achieve an ambitious set of Goals and Objectives.
Explore our work:
- New! Border 2020 Program
- Border 2012 Program
- BECC and NADBank
- Border activities on air quality
- Preparing for and preventing environmental emergencies
- US-Mexico Border: Water Infrastructure Program
Additional Resources About Environment and the Mexico-U.S. Border:
- Border Eco Web. This site is designed to facilitate public-access to environmental information about the Mexico-U.S. border region. Information is available in both Spanish and English.
- International Boundary and Water Commission (IBWC). The U.S. and Mexico have cooperated on their shared border environment for over a hundred years. Much of this cooperation took place under the auspices of the IBWC, a U.S.-Mexico international organization with a presence in both countries. The IBWC administers several large water cleanup projects, including those in Tijuana and Nuevo Laredo.
- Border Environment Cooperation Commission (BECC). BECC identifies, develops, and certifies environmental infrastructure projects in the the U.S.-Mexico border area.
- North American Development Bank (NADBank). NADBank participates in the financing of BECC-certified projects.
- SEMARNAT Mexico's Ministry of Environment and Natural Resources. SEMARNAT is EPA's federal counterpart in the U.S.-Mexico Environmental Program.
For additional information about EPA's programs with Mexico, contact:


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To pool data from published cases of tracheoinnominate artery fistula (TIF) treated with surgical or endovascular techniques along with reporting a case of similar presentation. A total of 261 cases in 137 published case reports and case series were identified through a comprehensive systematic literature review. Data regarding patient characteristics, treatment, and follow-up were extracted. A local case of a 14-year-old boy with TIF due to longstanding tracheostomy treated with stent-graft placement was added to the data. Comparison of the complication rates between surgical vs endovascular interventions was done with the chi-square test. Factors associated with longer survival were assessed by the Cox regression analysis. Thirty-three (12.6%) of the reported cases were treated endovascularly, 137 (52.3%) were treated surgically, and 92 (35.1%) were reported with no definitive treatment. Mean age was 34 ± 22 years, and 61% were males. The mean time interval between tracheotomy placement and bleeding was 1 ± 2.5 years. A lower procedure-related complication (30% vs 50%, P = 0.045) and 30-day mortality (9% vs 23%, P = 0.008) rates had been reported with percutaneous approaches compared to surgery. No percutaneous procedure was reported prior to year 2000. In multivariate analysis stratified by publication year, a shorter tracheostomy-to-bleeding time (year) was significantly associated with higher hazards of death (hazard ratio: 1.22, P = 0.017). Type of intervention (percutaneous vs surgery) was not associated with postintervention survival (adjusted hazard ratio: 0.78, P = 0.558). Endovascular stent grafting can have a comparable postprocedural survival and lower complication rates vs open surgical repair in treatment of TIF.
- Case report
- Pooled cohort analysis
- Stent graft
- Tracheoinnominate artery fistula
ASJC Scopus subject areas
- Pulmonary and Respiratory Medicine
- Cardiology and Cardiovascular Medicine


the number of points in a generated diagram at 1000. Then for each in we generate 100 random diagrams each with 1000 points. We calculate the average time to calculate the mule curve at equidistant points on the interval 0 to 100. The results of these experiments appear in Tables 5 and 6 as well as Figure 10. We see experimentally, the computation of persistence curves is quite efficient with linear complexity in both experiments.
It is important to note that these persistence curves have some limitations. Because diagrams are not unique to a particular space, different textures may have similar persistence diagrams. This inverse problem is a challenging problem, and is a new research area in TDA [13, 34]. To illustrate this, we generate two images as shown in Figure 9. To the human eye, these look like images of two different textures, but they actually produce the exact same persistence diagrams. While it is unlikely that real textures will produce exactly the same diagram, it is possible for different textures to produce similar diagrams hence similar persistence curves. For example in Figure 8 we see 3 different classes of canvas texture in Outex 0. These 3 classes most often confused the classifiers. The rotational and size invariance of the topological descriptors play a role in this confusion as we see these textures have similar patterns in different sizes and orientations.
Figure 8: These three images represent the most frequently misclassified classes Outex 0 and the corresponding Betti curves.
Figure 9: The two figures above have different textures, yet they yield the same persistence diagrams.
Proposed Features Outex0 Outex3 Outex10 UIUC KTH
ECC() 96.7 96.6 96.2 70.2 75.5
[] 97.9 98.0 97.2 80.8 78.3
[le(),le()] 96.6 96.8 96.6 85.4 87.5
[mul(), mul()] 96.2 96.0 96.0 83.6 82.2
[le(),le(),mule(),mule(),mle(),mle()) 97.7 97.9 97.2 88.8 90.8
Outex Benchmark 99.5 99.5 97.9 - -
Other TDA methods Outex 0 Outex 3 Outex 10 UIUC KTH
sparse-TDA[22] 66.0 - - - -
Kernel-TDA[38] 69.2 - - - -
CLBP-SMC[27] 87.5 - - - -
[7] 98.8 - - - -
Persistence Paths [9] 97.8 - - - -
EKFC+LMNN[36] - - - 91.23 94.77
Table 4: In the table, we use the curve name to indicate the name of the classifier. An 'S' appearing at the end of a curve indicates the curve is calculated on inverses. a number in front of a curve indicates the curve is multiplied by. The scoring mechanism for Outex is provided by each test suite. UIUCTex and KTH-TIPS2 were both scored by performing 100 50-50 stratified train/test splits then averaging the resulting scores.
Diagram points _PHONE_ 10000 50000 100000 500000 _PHONE_
Time (in seconds) 0.007 0.034 0.068 0.376 0.719 3.415 6.735
Table 5: Average time over 100 random diagrams with prescribed number of points to compute mule curve at 1000 points
Mesh points _PHONE_ 5000 10000 50000
Time (in seconds) 0.026 0.045 0.068 0.240 0.452 2.141
Table 6: Average time over 100 random diagrams with 100 points to compute mule curve at prescribed number of points
(a) Average time over 100 random diagrams with prescribed number of points to compute mule curve at 1000 points
(b) Average time over 100 random diagrams with 100 points to compute mule curve at prescribed number of points
Figure 10: Computation time experiment
S) 31.8 38.6
(le,leS) 34.5 41.7
(mul, mulS) 34.1 39.2
(le,leS,mule,muleS,mle,mleS) 38.8 41.3
(le,leS,mle,mleS) 37.1 39.7
(le, leS, mule, muleS) + Persistent Statistics (PS) ( [11]) 33.2 44.5
Persistence Landscapes (PL) 30.1 32.9
(PL,le, leS, mule, muleS) 25.7 41.8
(PS,PL,le, leS, mule, muleS) 33.6 43.4
(PS,PL) 33.4 42.9
Table 7: Performance on FMD
Curve Outex 0 Noisy Outex 0
S) 97.9 97.3
(le,leS) 96.6 96.5
(mul, mulS) 96.2 95.6
(le,leS,mule,muleS,mle,mleS) 97.7 96.4
99.0 77.9
Table 8: For Outex 0, we added Gaussian noise to the images. We trained on the true images, then tested on the noisy images. We quickly note that the curves are generally stable. The final curve, which incorporates the Life/Mid curve is clearly unstable.
Curve UIUCTex Noisy UIUCTex
Beta 80.8 80.5
le 85.4 85.2
mul 83.6 83.4
entropies 88.8 88.8
Table 9: Caption
Noise generation was essentially adding a random matrix with about 38% chance of being 0, 24% of being 1, 24% -1, 6% of being 2, 6% of being -2, and a 1% chance of being 3, 1% chance of being -3 with negligible percentage for integers of higher magnitude. Essentially performing a round to nearest integer on standard normal.
7 Generalization and Conclusion
Persistence curves provide a simple general framework from which we can construct usable models for data analysis that retain the topological information contained in the persistence diagrams they are calculated from. In addition, these curves are compatible with machine learning, they are stable, they are efficient to compute, and by choice of function and statistic, one can alter the importance of points in different regions of the persistence diagrams. We have also shown that these curves create useful classifiers for texture analysis. The theory and experimentation presented here are by no means complete. In fact there is a rich future for the study of persistence curves.
We present some open questions in no particular order.
 - Like Persistence Landscapes, what other vectorizations can be viewed as a special case of the Persistence Curves?
 - What conditions on the function or the statistic can lead to a more general and useful stability result?
 - Is there a statistical framework to perform "curve selection" that will produce an optimal or near optimal set of curves for modeling?
 - Could weighting be used to improve performance? In particular, is there a nice way to combine the local Persistence Curves with the global Persistent Statistics?
 - In what other areas might Persistence Curves be useful?
 - [1] Henry Adams, Tegan Emerson, Michael Kirby, Rachel Neville, Chris Peterson, Patrick Shipman, Sofya Chepushtanova, Eric Hanson, Francis Motta, and Lori Ziegelmeier. Persistence images: A stable vector representation of persistent homology. The Journal of Machine Learning Research, 18(1):218–252, 2017.
 - [2] Nieves Atienza, Rocío González-Díaz, and M. Soriano-Trigueros. On the stability of persistent entropy and new summary functions for TDA. CoRR, abs/1803.08304, 2018.
 - [3] Paul Bendich, James S Marron, Ezra Miller, Alex Pieloch, and Sean Skwerer. Persistent homology analysis of brain artery trees. The annals of applied statistics, 10(1):198, 2016.
 - [4] Omer Bobrowski, Matthew Kahle, Primoz Skraba, et al. Maximally persistent cycles in random geometric complexes. The Annals of Applied Probability, 27(4):2032–2060, 2017.
 - [5] Peter Bubenik. Statistical topological data analysis using persistence landscapes. The Journal of Machine Learning Research, 16(1):77–102, 2015.
 - [6] H-J Bunge. Texture analysis in materials science: mathematical methods. Elsevier, 2013.
 - [7] Mathieu Carrière, Marco Cuturi, and Steve Oudot. Sliced Wasserstein kernel for persistence diagrams


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Educator and historical researcher Glennette Tilley Turner was born November 23, 1933 in Raleigh, North Carolina. Her mother, Phyllis, was a teacher, and her father, John, was the first executive director of the SCLC. As a child, Turner moved several times with her family, first to Florida, and then to Illinois. After graduating from high school, she attended Lake Forest College, earning her B.A. in 1955, and she later returned to school at Goddard College to earn her master's degree in 1977.
After earning her bachelor's degree, Turner first went to work in advertising, but made the switch to education in 1962. That year, she was hired by the Chicago public school system, and she remained there for four years. In 1966, Turner went to work for the Maywood-Melrose Park public schools, and in 1968, she began teaching in the Wheaton-Warrenville public schools. She remained there for the next twenty years. Today, Turner supervises student teachers at National-Louis University.
In addition to her work as a teacher, Turner is a historian, and has focused much of her research efforts on the Underground Railroad. Her first book, The Underground Railroad in DuPage County, was published in 1978, and since then she has continued to write and conduct research. Most recently, she has published The Underground Railroad in Illinois. Turner has also written collections of biographies of notable African Americans, and she serves as an advisor to the National Park Service, where she helps plan programs for the national historic Underground Railroad trail.
Turner lectures widely on the history of the Underground Railroad, and she has been honored numerous times both as an educator and historian. She is the recipient of the Studs Terkel Humanities Award, the Alice Browning Award from the International Black Writers Conference, and she is a member of numerous historical organizations.
Turner and her husband have two grown children. They reside in Illinois.
Glennette TIlly Turner was interviewed by The HistoryMakers on August 12, 2004.


Unit Converter
Conversion formula
The conversion factor from cubic inches to teaspoons is 3.3246753246849, which means that 1 cubic inch is equal to 3.3246753246849 teaspoons:
1 in3 = 3.3246753246849 tsp
To convert 51.7 cubic inches into teaspoons we have to multiply 51.7 by the conversion factor in order to get the volume amount from cubic inches to teaspoons. We can also form a simple proportion to calculate the result:
1 in3 → 3.3246753246849 tsp
51.7 in3 → V(tsp)
Solve the above proportion to obtain the volume V in teaspoons:
V(tsp) = 51.7 in3 × 3.3246753246849 tsp
V(tsp) = 171.88571428621 tsp
The final result is:
51.7 in3 → 171.88571428621 tsp
We conclude that 51.7 cubic inches is equivalent to 171.88571428621 teaspoons:
51.7 cubic inches = 171.88571428621 teaspoons
Alternative conversion
We can also convert by utilizing the inverse value of the conversion factor. In this case 1 teaspoon is equal to 0.0058178191489195 × 51.7 cubic inches.
Another way is saying that 51.7 cubic inches is equal to 1 ÷ 0.0058178191489195 teaspoons.
Approximate result
For practical purposes we can round our final result to an approximate numerical value. We can say that fifty-one point seven cubic inches is approximately one hundred seventy-one point eight eight six teaspoons:
51.7 in3 ≅ 171.886 tsp
An alternative is also that one teaspoon is approximately zero point zero zero six times fifty-one point seven cubic inches.
Conversion table
cubic inches to teaspoons chart
cubic inches (in3) teaspoons (tsp)
52.7 cubic inches 175.21 teaspoons
53.7 cubic inches 178.535 teaspoons
54.7 cubic inches 181.86 teaspoons
55.7 cubic inches 185.184 teaspoons
56.7 cubic inches 188.509 teaspoons
57.7 cubic inches 191.834 teaspoons
58.7 cubic inches 195.158 teaspoons
59.7 cubic inches 198.483 teaspoons
60.7 cubic inches 201.808 teaspoons
61.7 cubic inches 205.132 teaspoons


What is Truvia, and is it safer than Splenda?
Quick Answer
Truvia is derived from the stevia plant, which is naturally sweet, and erythritol, a sugar alcohol, which can be found in melons and grapes. Splenda goes through a chemical process to make it into sucralose. Natural ingredients are typically safer.
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Full Answer
To make Truvia, the stevia leaves are brewed like a tea and it is then concentrated. Once concentrated, it gets combined with erythritol to provide it some bulk to make it look more like sugar. Since it is derived from natural ingredients and contains no sugar, it has no effect on glycemic index, making it ideal for those with Type 2 Diabetes.
Splenda is made from sugar. It goes through a complex process where the sucralose is extracted and then blended with corn-based ingredients to make it the right level of sweetness that is comparable to regular sugar. While long-range studies have not been widely done, the belief is that because of its chemical process, it is comparable to aspartame. Aspartame can enter the blood brain barrier and wreak havoc on the brain center because it is an unnatural chemical compound, like Splenda.
Truvia is derived from a plant that is found sweet in nature and requires a simple brewing process to extract the sweetness without any harsh chemicals being used, making it generally safe for the consumer to use.
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Flextime is a work option when an employee of the university works an approved alternate work schedule that enables completion of the traditional 40 hours per week in fewer or more than five full workdays. Flextime may include varying the time of day an employee works, the days of the week an employee works, or both. Departments must ensure that flextime is administered consistently and equitably within the department and that flextime arrangements conform to university policy and collective bargaining agreements.
The University of Florida supports the concept and use of flexible scheduling of employee work hours. In establishing flextime, the department has the discretion to determine if staffing coverage is adequate and sufficient to meet the operating requirements of the department. Flextime should not cause a reduction in the levels of service presently being provided.
Can my department change my flextime work schedule once it is established?
 - The department may, at its discretion, implement, continue, discontinue, or modify flextime work schedules. Employees should, however, be given a two-week notice prior to changing their schedule.
Can my flextime work schedule require me to work more than 40 hours per week?
 - The normal work week of 40 hours shall be observed. No flextime schedule shall be approved requiring more than 40 hours of actual work in a workweek. Overtime, if worked by a nonexempt employee, must be compensated at one and half.
Can my flextime work schedule require me to work less than 40 hours per week?
 - Alternate work schedules, such as rotating shifts, compressed workweek, etc., may be developed to allow departments to provide services outside traditional hours of work or to meet employee needs; however, such schedule adjustments may not result in an employee's working fewer than his/her prescribed hours during a workweek or pay period.
How long am I allowed for a lunch break when working a flextime work schedule?
 - Employees at the university work a variety of schedules and are permitted varying amounts of time for lunch depending upon their regular working schedule. Typically, a lunch break is minimally 30 minutes long and is set by the supervisor.
Can my department require me to work certain "core" hours?
 - Core hours may be established by departments and are the hours during which all employees must be on the job.
Will my paid leave accruals change when working a flextime work schedule?
 - Computation of vacation/overtime/sick leave is the same for employees working flextime as for those working a standard schedule and is based on actual hours worked in the UF workweek of Friday through Thursday.
How many hours of holiday time am I allowed to use?
 - The maximum holiday leave benefit an employee can use is eight hours. Therefore, even if an employee typically works a ten-hour day, he or she will only be entitled to an eight-hour holiday benefit.
What if a holiday falls on my normal day off?
 - If a holiday falls on an employee's normal day off, he or she is still eligible for that holiday benefit leave time. The employee, with agreement from the department, may use that benefit time on another normally scheduled work day, typically within the same workweek.


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Public School Teachers' Knowledge, Skills and Attitudes on Special Education and Psychosocial Development of Learners
Jeannie C. Abantas
Mindanao State University-Tawi-Tawi College of Technology and Oceanography, Sanga-Sanga, Bongao, Tawi-Tawi, Philippines
This study was conducted to determine the relationship of the demographic profile, level of knowledge, skills, and attitudes of public school teachers on Special Education as well as the effect of these on the psychosocial development of learners. It utilized both descriptive and inferential statistics. The questionnaire checklist was divided into three parts: I – was the demographic profile of the SPED teachers; II – was adopted from the study of Gerald S. Mthetwa (2008) on Principal's Knowledge and Attitudes Regarding Inclusive Education: Implications for Curriculum and Assessment and Pearson Education, Inc. (2017) Washington Educator Skills Tests; III – a behavioral checklist adapted and modified from Ochset Pligs (2010). The respondents of the study are the selected SPED public school teachers and the parents/guardians of the SPED learners enrolled in S.Y. 2019-2020 in DepEd's SPED Program. The statistical treatment applied are frequency count, percentage, weighted mean, Pearson product correlation coefficient, paired T-test, and regression analysis. The result showed that there is no significant relationship between the teachers' knowledge, skills, and attitudes on the psychosocial development of learners. Each of the variables has no direct effect on the psychosocial development of learners with special educational needs. This further means teaching children with special educational needs require much effort, time, skills, and knowledge to help them discover their potential and develop them. Based on the findings and conclusions, it is highly recommended that there is a much need to employ more teachers in the field of Special Education, develop a team to continuously monitor and deliver the services needed in line with the guidelines set by the national government, and there must be more evident collaboration among the local community, the education community, parents, teachers, and the SPED school in addressing the concerns of Special Education in the school level.
Keywords: Extent of knowledge about SPED, Extent of practice on the management skills among SPED learners, Extent of attitude towards SPED, Psychosocial Development, Public School Teachers, Special Education, SPED Learners


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Objective: While considerable attention has focused on improving the detection of depression, assessment of severity is also important in guiding treatment decisions. Therefore, we examined the validity of a brief, new measure of depression severity.
Measurements: The Patient Health Questionnaire (PHQ) is a self-administered version of the PRIME-MD diagnostic instrument for common mental disorders. The PHQ-9 is the depression module, which scores each of the 9 DSM-IV criteria as "0" (not at all) to "3" (nearly every day). The PHQ-9 was completed by 6,000 patients in 8 primary care clinics and 7 obstetrics-gynecology clinics. Construct validity was assessed using the 20-item Short-Form General Health Survey, self-reported sick days and clinic visits, and symptom-related difficulty. Criterion validity was assessed against an independent structured mental health professional (MHP) interview in a sample of 580 patients.
Results: As PHQ-9 depression severity increased, there was a substantial decrease in functional status on all 6 SF-20 subscales. Also, symptom-related difficulty, sick days, and health care utilization increased. Using the MHP reinterview as the criterion standard, a PHQ-9 score > or =10 had a sensitivity of 88% and a specificity of 88% for major depression. PHQ-9 scores of 5, 10, 15, and 20 represented mild, moderate, moderately severe, and severe depression, respectively. Results were similar in the primary care and obstetrics-gynecology samples.
Conclusion: In addition to making criteria-based diagnoses of depressive disorders, the PHQ-9 is also a reliable and valid measure of depression severity. These characteristics plus its brevity make the PHQ-9 a useful clinical and research tool.


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Breed profile of the Himalayan rabbit, one of the oldest breeds known for its distinctive colouring of dark points on a white coat. Popular childrens pets and house rabbits, Himalayans are generally very calm, good-natured and friendly.
The early origins of the Himalayan breed are obscure. White rabbits with dark colouring on the ears, nose and feet have been known in many parts of the world for hundreds of years. They have been given many names including the Chinese, Russian, Egyptian and Black Nose. It is one of the oldest and most widespread breeds. (In fact, the mutation responsible for the 'Himalayan' colouring may have occured spontaneously in different breeds in different parts of the world. Scientists have shown that the British Himalayan breed shares no genetic link with a similar breed developed in France around the same time, and therefore must have had different origins).
The Himalayan breed, as we know it today, originated in Britain in the mid 19th century. It is thought that the breed was developed from rabbits brought back from the Himalayas by English merchant adventurers. The Himalayan was developed both for its distinctive colouring and the quality of its fur and became popular as both a commercial and show breed. The first Himalayans were black, a blue variety was achieved through cross-breeding, followed by several other colours. The Himalayan was exported to the United States in the early 1900s.
The Himalayan is a small rabbit, usually weighing around 1.5-2.5kg (3-5½lbs).
Himalayans have a slender,'snaky' build. They have a long body with a level back and hips the same width as the shoulders, and long, slender legs. The head is long and slim, with short, tapering, upright ears.
The Himalayan colouring is white with coloured ears, nose, legs and tail. The oval nose marking runs beneath the jaw and well up the profile of the nose towards the eyes. The ears are coloured from the base to tip, as is the tail. The feet, including the nails are dark and the colouring runs well up the legs.
The actual colouring of the Himlayan is imprinted through a recessive gene and only shows itself on the body extremities which are colder through poorer circulation. Himalayan rabbits are born white or pale grey; the colouring starts to appear at about 4 weeks and develops fully over the first 6 months. The colouring is susceptible to change, growing darker in cold temperatures and lighter in warmth.
The Himalayan has short, fine hair and a smooth, soft coat.
Black, Blue, Chocolate and Lilac.
Himalayans are generally very calm, good-natured and friendly. They are intelligent, playful and social rabbits and thrive on attention. Himalayan rabbits are usually excellent with children, they are very tolerant, content to be cuddled, and rarely bite or scratch.