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I'm writing a book (travelogue) about Japan in English, detailing my walk across the country a few years ago. My target audience is English speaking countries, and I'm trying to write in American English.
In this book I'm often using units of time, distance, weight, temperature and so on. Since these measures vary from country to country and since they had a big impact on my daily life (how hot it was, how long a distance I had covered etc.) I'm considering using the Japanese system, because it was largely in this way I was thinking. Road signs were in kilometers and the Japanese units appear frequently in dialogs throughout the book.
The Japanese use both 12- and 24-hour clocks and the Celsius scale, along with SI-units like kilograms and kilometers. During my travels it was in this way road signs told distance, and it was in this way I conversed with people about distances, temperatures and weights.
For time, I think most people are familiar with a 12-hour clock, and I feel it lends itself well to writing. For example:
 - "I left the park at around 10 AM and walked until [...]" [Sounds fine]
 - "I left the park at around 10 and walked until [...]" [Sounds like something is missing, even though I'm using the 24-hour clock on a daily basis myself]
 - "I left the park at around 10:00 and walked until [...]" [Here it's ok, but I'm specifying the minutes when I'm talking about an estimated time, which feels a little odd]
I'm unsure, however, if it would bother readers using other systems, such as Americans. I'm considering writing the alternative units in parenthesis, but at the same time I'm afraid it would make the text feel a bit more clunky or rigid.
Temperatures are not posing much of a problem, since they can be represented in a compact way:
 - X°C [Feels nice]
 - X°C (Y°F) [Feels slightly clunky but works]
Other units make it a little trickier:
 - X kilometers [Feels nice]
 - X kilometers (Y miles) [Long/clunky in text]
 - X km (Y mi.) [Short but, to me, feels a bit rough/informal]
What do you guys think?
EDIT/Clarfication: Removed the part about Sweden, it's not very relevant to the question and is not part of the main objective of the book.
EDIT/Clarfication #2: This is not intended as a travel guide, I'm rather trying to convey what I felt and what I experienced.
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3 Answers 3
up vote 4 down vote accepted
I've never written a travelogue, but of the few I've read, it depends on your intention. As one of your American readers trying to retrace your steps or find specific landmarks you mention, I would prefer US units -- unless I'm traveling by car with instruments in local units. If you are more interested in capturing the experience and sense of place, I would prefer local units. I would recommend against compromising with qualifiers, parentheticals, etc. Choose one and stick with it. If you have just a ton of usages, maybe include an appendix with a conversion chart.
Ultimately, though, this is the sort of decision your publisher or editor gets final say on. So whatever you decide, if this is an unsolicited manuscript, it might not matter since your editor/publisher might ask you to change all the units anyway.
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You state that you are trying to write in American English, so the units of measurements and conventions that you use should be those familiar to speakers of American English.
A rather more important question is Why are you trying to write in American English? If you believe that there is a market in the USA for a travelogue comparing life in Japan with that in Sweden then press on. On the other hand, the accessibility of your descriptions of quantities might be the least of your worries.
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The main focus is on retelling the journey itself, and a lot happened during the 2000 miles I covered by foot. Occasionally, I compare Japan to the west, mainly Sweden since that's where I'm from. Will it sell? I have no idea. This is the first writing project I have ever undertaken. I'm doing it to process the memories I have of the journey and to improve my writing skills, not to make money. I enjoyed literature on Japan whether the author was from the USA or any other country. This kind of literature is in itself somewhat of a niche, and I think the Swedish market would be too small. – Josef Jul 12 '13 at 2:01
The simple solution is to use in writing whatever units are most appropriate at that specific spot in the text (probably with a heavy overweight toward the units the reader will be accustomed to, so imperial units if you are targetting a US audience), but to include a conversion table right at the beginning or end of the book. (Literally; it being on the first or last page makes it easy to flip to it, check something, and flip back to wherever you were reading.)
Such a conversion table could give a formula for doing exact conversions (for example, °C = (°F - 32) ÷ 1.8 ≅ (°F - 30) ÷ 2, km = mi × 1.602 ≅ mi × 1.5 which gives both the exact conversion as well as an approximation), as well as include enough readily converted numbers that the reader can get close enough just looking briefly at a table (100 km ≅ 62.5 mi, 20 °C = 68 °F,...).
Don't go overboard with this, but by including enough details to give the reader a headstart in doing a mental conversion, it becomes a lot less critical which units you use in the prose. If you say that some place is 250 km from another, and there is a table that says that 100 km is approximately 62.5 miles, it doesn't take that much mental arithmetic to determine that the distance is approximately 2 × 62.5 + 62.5 ÷ 2 ≅ 125 + 31 or 155 miles. By making a table for, say, 10, 25, 50, 75, 100, 250 and 1000 km and miles respectively, going back and forth for most distances up to about 2000 km or miles becomes quite easy. For example, if you have values for 250 and 1000 km in miles and want to know the number of miles for 700 km, you get quite close by taking 625 miles (1000 km) minus 155 miles (250 km), for 450 miles (while 700 km is actually 437 miles, an error of 3%).
If you include temperature (°F to °C and back), distance (mi to km and back), fuel consumption (mpg to L/100 km and back), speed (mph to km/h and back) and time (12-hour to 24-hour and back), each at reasonable granularity, you should have most bases covered.
For travel guides, you rarely need more accurate figures that what are easily doable with a small helper table and some quick mental arithmetic.
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text:
Text::Levenshtein - An implementation of the Levenshtein edit distance
use Text::Levenshtein qw(distance);
# prints "2"
# prints "2 0 3"
This module implements the Levenshtein edit distance.
The Levenshtein edit distance is a measure of the degree of proximity between two strings.
This distance is the number of substitutions, deletions or insertions ("edits")
needed to transform one string into the other one (and vice versa).
When two strings have distance 0, they are the same.
A good point to start is:
_TAG_ also Text::LevenshteinXS on CPAN if you do not require a perl-only implementation. It
_TAG_ extremely faster in nearly all cases.
_TAG_ also Text::WagnerFischer on CPAN for a configurable edit distance, i.e. for
_TAG_ costs (weights) for the edits.
Copyright 2002 Dree Mistrut >
perl6 port: 2010 Steve Schulze
This package is free software and is provided "as is" without express
or implied warranty. You can redistribute it and/or modify it under
the same terms as Perl itself.

source: HuggingFaceFW/fineweb-edu


text:
What is ISSA?
An organisation established to spread knowledge about intersex, to provide the space for the development of an intersexed voice in Southern Africa, and to combat discrimination on grounds of intersex.
What we Believe:
- Intersexed people are a natural variant and an important part of human diversity.
- The birth of an intersexed infant should be celebrated no less than the birth of any other infant.
- ALL diversity should be valued whether of race, culture, gender, sexual orientation, ability, geography and or socio-economic status.


text:
The last time I checked, most sugar is really dry (unless it's something like brown sugar). So why is it categorized as "wet"?
Sugar is not really a wet ingredient, it's just treated as one in certain types of baking (i.e. cakes).
When making a cake or other "fluffy" baked good, you want a fairly small amount of gluten to be produced, otherwise you'll get a chewy texture instead, and you definitely don't want a cake to be chewy like bread.
Dissolving sugar in the water inhibits the gluten-forming proteins. It's a method (actually, the method) of adding more liquid to the mix without getting a tough, chewy cake. It is for this reason that sugar is considered a "wet ingredient" - because the process only works properly if you add it with the water, not with the other dry ingredients.
It's even possible for sugar to be a dry and wet ingredient in the same recipe; you might add just enough sugar to the water to get the right texture, and add more to the dry ingredients for further sweetening.
I'm not sure what the context is, but I dug up this article that mentions sugar being a wet ingredient when baking certain items such as cake. A quick summary from the article:
"...the general idea is that Sugar and Water are Best Friends Forever, and they swear that nothing will ever separate them."
I'm guessing basically sugar is used with water (as opposed to being kept undissolved as a solid) so much that this is why it is considered 'wet,' at least in the context the article talks about.
Hope this helps!


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What do we mean by "Respectful Disability Language"?
The use of outdated language and words to describe people with disabilities helps to continue old stereotypes. Being aware of the words we choose when we communicate is the first step toward correcting injustice. This is a guide to using appropriate words and language when talking to or about people with disabilities.
Why is it an issue for youth with disabilities and/or health care needs?
Language = Power
Imagine living your whole life always having to explain why the words that many people use frequently, are hurtful and offensive to you. Over and over you try to educate your teachers, co-workers, friends, even your family about how words and terms they use around and about you make you feel badly about yourself. Many of us are brought up in homes where we are the only one with a disability and have never learned to think of ourselves or other people with disabilities as proud individuals that just happen to have a disability. Instead, many of us grow up not realizing that internalized oppression [believing the bad things about people with disabilities as portrayed by society] among people with disabilities is an ongoing struggle. The medical, legal, and political parts of our society have defined how we describe ourselves and our disability, not the way that people with disabilities have chosen. These words often times do not describe us or personal preference. These portrayals led to unwanted sympathy, or worse, pity toward individuals with disabilities. Respect and acceptance is what people with disabilities would rather have.
By carefully choosing our words, we can make a tremendous difference in the lives of other youth with disabilities. Using respectful language can dramatically change our communities for the better.
Some Guidelines for Talking about Disability
Remember to also take into consideration differences in culture as well as age. What is "OK" for some folks, is not "OK" for others. If you are unsure, please ask the person how she or he describes himself or herself.
When in doubt, call the person by his or her NAME.


Home Page
Harthill Primary School
'A school at the heart of its village'
What is racism?
Racism can occur in different forms including; being mean to a person, restricting their opportunities and excluding them based on their race. There is a Powerpoint to read through below, this will really help you to understand the different levels of racism and racist discrimination.
What could I do if I hear someone being racist?
 It might be difficult knowing how to stand up to someone you hear being racist. Mrs Naylor has found the following 'racism interrupters' from an organisation called 'From Privilege to Progress' that you could use if hearing a friend or family member using racist language.


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The face of the angel of history is turned toward the past. Where we perceived a chain of events, he sees a single catastrophe which keeps piling wreckage and hurls it in front of his feet. The angel would like to stay, awaken the dead, and make whole what has been smashed. But a storm is blowing from Paradise; it has got caught in his wings with such violence that the angel can no longer close them. This storm irresistably propels him into the future to which his back is turned, while the pile of debris before him grows skyward. The storm is what we call progress.
Source: The History Of Human Rights by Micheline Ishay, the quote is Walter Benjamin's description of Paul Klee's painting "Angelus Novus" (Angel of History)
Contributed by: pura-vida


text:
What is A-Level?
A-Levels are internationally benchmarked qualifications providing preparation for university education. A-Levels are most well-known in the United Kingdom, with the exception of Scotland. The curriculum is designed to prepare students, normally aged 17-18, to enter university in Britain at undergraduate level.
An A-Level course covers a two year period comprising AS-Level (Advanced Subsidiary Level) which is taken in Year 12 and A2-Level (Advanced Level) which is taken in Year 13.
A-Level results are accepted by good universities around the world, including the UK, US, Canada, Australia and New Zealand.


text:
The things they carried final essay assignment students need to organize their ideas around a thesis in the things they carried, o'brien writes. (required for ib students) the fourth book may be chosen from the preceding list or from the high school reading lists the things they carried plays with truth. Things ib students don't say 15k likes just the things ib students don't say message us for suggestions for any query of work-related enquiries. Get free homework help on tim o'brien's the things they carried: book summary, chapter summary and analysis, quotes, essays student life. The course embarks on the first year of ib language a: students will not only read with an acute critical eye the things they carried by tim o'brien. Tim o'brien's the things they carried (1990) if at the end of a war story you feel uplifted a good ib literature student is an engaged reader. Things they carried if it were written in the future or the past • some students didn't provide enough specific and relevant examples (ie references) from. The things they carried relied on the time of year now it was football read this term paper and over 1,500,000 others like it now the things students carry.
The international baccalaureate program ib provides for students to learn individually and also collaboratively, including lesson planning and research. To introduce students to tim o'brien's the things they carried, i just give them the title and some vague information such as, "clearly, the author discusses. Ib literature vacation reading project: the things they carried by tim o'brien. Home → sparknotes → literature study guides → the things they carried the things they carried tim o'brien table of contents plot overview summary.
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The things they carried some other world: an index to the things they carried a student-produced, very thorough index to the novel the things they carried. Hl ib group 2014-2016 for part 3, we will be reading tim o'brien's the things they carried instructions for finalizing written tasks students guide to. The things they carried iopthe ghost soldiers no description by alison holler on 18 october 2012 tweet comments transcript of the things they carried iopthe. The things they carried were largely determined by necessity among the necessities or near-necessities were p-38 can openers, pocket knives, heat tabs, wristwatches. Tim o'brien lesson plans for the things they carried and other books - free english learning and teaching resources from varsity tutors.

source: openbmb/Ultra-FineWeb


text:
"Three things tell a man: his eyes, his friends and his favorite quotes."
Croesus of Lydia
Croesus was the king of Lydia from 560/561 BC until his defeat by the Persians in about 547 BC. The fall of Croesus made a profound impact on the Hellenes, providing a fixed point in their calendar. "By the fifth century at least," J.A.S. Evans remarked, "Croesus had become a figure of myth, who stood outside the conventional restraints of chronology." Croesus was renowned for his wealth — Herodotus and Pausanias noted his gifts preserved at Delphi — and in Greek and Persian cultures his name became a synonym for a wealthy man; in English, expressions such as "rich as Croesus" or "richer than Croesus" are used to indicate great wealth.


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|"||The Keepers were training me to be one of them. But I had other uses for those skills.||"|
The Keepers are an ancient sect of expert observers, dedicated to preserving balance in the world. Garrett once belonged to the organization and still makes use of the skills learned as a Keeper for his own clandestine purposes. Even though Garrett refuses further involvement with the Keepers, they inevitably manipulate him into acting out their prophecies and obscure designs in all three games.
The Keepers are revealed in greater detail in Thief: Deadly Shadows as the player explores their organization and what it guards.
Their main source of power are the glyphs.
The Ancient Keepers established the Keeper order. They were the ones who had discovered how to control the vast powers of the glyphs, and had influenced the full outcome of The City's history since its founding. They created dogma that preached against corruption such as selfishness, arrogance and pride as these were considered acts of imbalance in one's life. They also foretold prophecies in order to warn future keepers of the dangers involving the fanatical Pagans(TDP), Mechanists(T2) and of the Keepers' own imbalance. The Ancient Keepers prophesied that future generations of Keepers would go into a state of imbalance, so they created The Final Glyph as a safeguard. The Final glyph purged all Glyphs in existence, so either The Final Glyph was made to destroy the Keepers, or make it so they would begin anew.
The highest rank of keeper is the First Keeper. This person directly leads all other keepers, he/she takes note of all activities and notions involving the order. Along with the Keeper Council, comprised of Elders, decides all course of action whether it be criminal sentences, discussing problems amongst the order, library problems, etc. Next come the elders, keepers who are in charge of various activities, usually regarding the library. They are magic users, carrying wands with them and command all scribes and initiates. Keeper is the general title given to all members of the order, but are lower in rank then elders.
Scribes are found both in the Keeper Library and the Compound. Their work involves writing down any and all information and researching through books. Their services can range from writing down history, keeper council meetings, finding and delivering books other papers and even research prophecy. They take direct orders from elders.
Initiates are members who have been recruited into the order. Not much information is given about them other than the title, but they are probably, as the name implies, the lowest rank, and most recent joined members. Garrett can be considered an initiate during T1 since he had recently joined via Artemus.
Other titles and sub-gropes:
- Keeper Instructors are found only during the starting level of T1/TG. They supervise Keeper training.
- Keeper Enforcers, during TDS, act as sentinels, assassins and trackers. Initiates choose to become members but can not return to normal life afterwards.
- The Translator translates the prophecies for the interpreter. Translators can succeed interpreters.
- The Interpreter deciphers the prophecies and sometimes helps with council affairs. The interpreter is assisted by a translator.
The First Dark AgeEdit
See The Dark Project
The Second Dark AgeEdit
See The Metal Age
The Third Dark AgeEdit
Places of InterestEdit
Persons of InterestEdit
Pages in category "Keeper"
The following 89 pages are in this category, out of 89 total.


Dr. Ahmed G. Abo-Khalil
Electrical Engineering Department
lightning arrestor
A lightning arrester is a device used on electrical power systems and telecommunications systems to protect the insulation and conductors of the system from the damaging effects of lightning. The typical lightning arrester has a high-voltage terminal and a ground terminal. When a lightning surge (or switching surge, which is very similar) travels along the power line to the arrester, the current from the surge is diverted through the arrestor, in most cases to earth.
In telegraphy and telephony, a lightning arrestor is placed where wires enter a structure, preventing damage to electronic instruments within and ensuring the safety of individuals near them. Smaller versions of lightning arresters, also called surge protectors, are devices that are connected between each electrical conductor in power and communications systems and the Earth. These prevent the flow of the normal power or signal currents to ground, but provide a path over which high-voltage lightning current flows, bypassing the connected equipment. Their purpose is to limit the rise in voltage when a communications or power line is struck by lightning or is near to a lightning strike.
If protection fails or is absent, lightning that strikes the electrical system introduces thousands of kilovolts that may damage the transmission lines, and can also cause severe damage to transformers and other electrical or electronic devices. Lightning-produced extreme voltage spikes in incoming power lines can damage electrical home appliances.
Office Hours
No office hours
My Timetable
email: [email protected]
[email protected]
Phone: 2570
Welcome To Faculty of Engineering
Almajmaah University
Links of Interest
Travel Web Sites
ستقام اختبارات الميدتيرم يوم الثلاثاء 26-6-1440
حسب الجدول المعلن بلوحات الاعلان
Summer training
Academic advising
Class registration week 1
برنامج التجسير
إحصائية الموقع
عدد الصفحات: 2879
البحوث والمحاضرات: 1280
الزيارات: 75335


text:
- 1 Can Tulips be grown from cuttings?
- 2 Can you root tree cuttings in water?
- 3 How do I take a cutting from a flowering tree?
- 4 How long do tree cuttings take to root?
- 5 How much sunlight does a tulip need?
- 6 What can I use instead of rooting hormone?
- 7 Can you put cuttings straight into soil?
- 8 How do you encourage the roots to grow from cuttings?
- 9 Is it better to propagate in water or soil?
- 10 How can I get a tree branch to root?
- 11 When should I take cuttings?
- 12 Can you grow a tree from a leaf?
- 13 Do cuttings need light to root?
- 14 Why are my cuttings not rooting?
- 15 How do I know if my cuttings have rooted?
Can Tulips be grown from cuttings?
Tulip Propagation From Bulbs Autumn is the best time to propagate tulips from bulbs because the bulbs require a lengthy chilling period before they will bloom. Tulip bulbs must be buried deep in order for them to bloom, so dig an 8-inch-deep planting hole for each bulb.
Can you root tree cuttings in water?
Some gardeners like to start rooting tree cuttings in water, while others prefer rooting them directly in sandy soil. In either case, you 'll do best to clip pieces of young branches, those under a year old, for growing trees. One way to keep the cuttings moist is to cover the container with a plastic bag. 6
How do I take a cutting from a flowering tree?
Using sharp secateurs, cut just above a bud or pair of buds at the junction between the current season's growth and the previous year's growth. Remove any large leaves and side-shoots from the stem and trim the cuttings to about 20cm (8in) for large trees and shrubs, or to about 5-8cm (2-3in) for smaller specimens.
How long do tree cuttings take to root?
Rooting will generally occur in 3-4 weeks but some plants will take longer. When the roots are 1-2 inches long or longer the cutting is ready to be potted up.
How much sunlight does a tulip need?
Tulips require full sun for the best display, which means at least 6 hours of bright, direct sunlight per day. They also prefer fast-draining soil and, consequently, make excellent additions to rock gardens.
What can I use instead of rooting hormone?
Any type of apple cider vinegar at your local supermarket is fine. To use your homemade rooting hormone, dip the bottom of the cutting in the solution before "sticking" the cutting in rooting medium. 4
Can you put cuttings straight into soil?
Technically, you can transfer your cuttings to soil at any time. In fact, you can actually propagate directly into soil, however, it's much harder to do within your home. When you propagate in soil, you have to keep a good balance of soil moisture, air flow, and humidity.
How do you encourage the roots to grow from cuttings?
Let's get started
- Identify the location where you will snip your cutting from the main plant.
- Carefully cut just below the node with a clean sharp knife or scissors.
- Place the cutting in a clean glass.
- Change out the water every 3-5 days with fresh room temperature water.
- Wait and watch as your roots grow!
Is it better to propagate in water or soil?
Propagation for many plants is best done in potting soil, but some plants can be propagated in water. This is because they have evolved in an environment that allows it. However, they are still land plants and will do best if planted in soil over the long term.
How can I get a tree branch to root?
Rooting Hardwood Cuttings Choose branches that have grown in the past year, cutting straight across the branch right below a bud or bud pair. Pinch off the soft top growth and cut the remaining branch into pieces six inches to one foot long. Dip the bottom end of the branch into hormone rooting powder.
When should I take cuttings?
When to take cuttings The best time to take softwood cuttings is from mid-spring to early summer. Hardwood cuttings are taken later in the year, from mid-autumn to mid-winter.
Can you grow a tree from a leaf?
Some, but not all, plants can be propagated from just a leaf or a section of a leaf. Leaf cuttings of most plants will not generate a new plant; they usually produce only a few roots or just decay. Leaf cuttings are used almost exclusively for propagating some indoor plants.
Do cuttings need light to root?
Successful rooting of cuttings requires careful management of the environment, especially air and media temperature, humidity and light. Managing light is at least as important because inadequate light delays rooting while too much light can excessively increase leaf temperature and cause plant stress.
Why are my cuttings not rooting?
Too much or too frequent application of mist / fog keeps the growing medium saturated, excess water will flow from the bottom of the trays and rooting will be delayed. Applying mist / fog too infrequently will increase transpiration from the leaves and cuttings will lose turgidity and could die from drying out.
How do I know if my cuttings have rooted?
You will know the plant has rooted if after a month or two it is still alive, the leaves haven't fallen off, and new growth is apparent. After a few weeks, you can gently tug at the cutting and if it sticks, you're OK.


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Fri September 14, 2012
How African Cattle Herders Wiped Out An Ancient Plague
Originally published on Tue September 18, 2012 2:45 pm
Twice in all of history, humans have managed to eradicate a devastating disease. You've heard of the first one, I suspect: smallpox. But rinderpest?
That's a German word for "cattle plague" a feared companion of cattle throughout history. When outbreaks occurred, as in Europe of the 1700s or Africa in the 1880s, entire herds were wiped out and communities went hungry. Now the disease is gone, eliminated from the face of the earth.
In this week's issue of the journal Science, several of the architects of rinderpest's elimination lay out the reasons for their success. The key innovation wasn't technological, they say. It was social and cultural.
Technology certainly played a part. Half a century ago, a British veterinarian named Walter Plowright, working in Kenya, created the first truly effective and safe vaccine for rinderpest. Mass vaccinations of cattle soon eliminated the disease from Europe and most of Asia. (Rinderpest never made it to North America or Australia; any infected cattle died before they finished the voyage.) Later, Jeffrey Mariner of the Tufts Cummings School of Veterinary Medicine, developed a version of the vaccine that didn't need to be refrigerated, allowing veterinarians to use it far from roads and electricity.
Yet the disease persisted in Africa, surviving in remote areas plagued by weak government and chronic conflict, such as southern Sudan and parts of Uganda, Ethiopia, and Somalia. Veterinarians rarely ventured into those areas, and it was hard to know where vaccinations were even needed because government officials were reluctant to report outbreaks.
Mariner, who now works at the International Livestock Research Institute in Kenya, says that ultimately, the skills and knowledge of nomadic cattle herders who lived in those hard-to-reach areas were the keys to cracking the rinderpest puzzle.
"Those farmers could tell us where outbreaks were occurring," Mariner tells The Salt, speaking by phone from Nairobi. In addition, some nomadic farmers got training as "community animal health workers" and were able to carry out vaccinations themselves. They proved better at the job than veterinarians, in part because they knew their animals.
This success, in fact, created another problem for the eradication effort, because it threatened the status of professional veterinarians. "It threatened the core of their livelihood," says Mariner. "Here you come and say, 'Somebody else can do this better than you.'"
Veterinarians had the power to shut the whole program down. So a key to the campaign was solving that political problem by giving both professionals and local farmers important roles that rewarded them for success.
Tom Olaka, a community animal health worker in the border region between Uganda, Sudan, and Kenya, identified and reported the last outbreak of rinderpest in 2000. The virus was officially declared extinct last year. Around the world, cattle farmers can breathe just a little easier.
A more detailed, popular account of the disease's eradication, which came to similar conclusions, appeared last year in a magazine published by Tufts University.


text:
Z-Score model is an accurate forecaster of failure up to two years prior to distress. It can be considered the assessment of the distress of industrial corporations.
Altman Z-Score is calculated with this formula:
Z = 1.2X1 + 1.4X2 + 3.3X3 + 0.6X4 + 1.0X5
X1 = working capital/total assets,
X2 = retained earnings/total assets,
X3 = earnings before interest and taxes/total assets,
X4 = market value equity/book value of total liabilities,
X5 = sales/total assets.
The zones of discrimination were as such:
Distress Zones - 1.81< Grey Zones< 2.99 - Safe Zones
Study by Altman found that companies that are in Distress Zone have more than 80% of chances of bankruptcy in two years.
X1: The working capital/Total Assets
ratio is a measure of the net liquid assets of the firm relative to the total capitalization. Working capital is defined as the difference between current assets and current liabilities.
X2: Retained Earnings
: the RE/TA ratio measures the leverage of a firm. Those firms with high RE, relative to TA, have financed their assets through retention of profits and have not utilized as much debt.
X3, Earnings Before Interest and Taxes/Total Assets
(EBIT/TA): This ratio is a measure of the true productivity of the firms assets, independent of any tax or leverage factors.
X4, Market Value of Equity/Book Value of Total Liabilities (MVE/TL): The measure shows how much the firms assets can decline in value (measured by market value of equity plus debt) before the liabilities exceed the assets and the firm becomes insolvent.
(S/TA): The capital-turnover ratio is a standard financial ratio illustrating the sales generating ability of the firms assets.
Read more about Altman Z-score
and the original research.


Reference > Brewer's Dictionary > Chrysippus.
 Chrysa'or [ch = k].Chubb (Thomas).
NisiChrysippus fuisset, Porticus non esset. Chrysippus of Soli was a disciple of Zeno the Stoic, and Cleanthes his successor. He did for the Stoics what St. Paul did for Christianity—that is, he explained the system, showed by plausible reasoning its truth, and how it was based on a solid foundation. Stoicism was founded by Zeno, it is true; but if Chrysippus had not advocated it, the system would never have taken root. 1
 Chrysa'or [ch = k].Chubb (Thomas).


A Different Kind of Moon Illusion
The entire universe in blog form
July 28 2013 8:00 AM
An Impact Melt Crater You'll Flip For
I love illusions, and one of my favorites is the "dome/crater" illusion. It's pretty simple, actually: a depression in the ground, like a crater, looks like a dome when you flip it. Our brains like to interpret lighting as coming from the top of a picture (we evolved to see our landscape lit from above from the Sun), so when a crater is actually lit from below, it looks like a dome.
Phil Plait Phil Plait
I run across this illusion so much when I look at pictures of the lunar landscape I don't even hesitate to flip the image over when I sense something's amiss. Like this one:
The impact crater Schiaparelli-E on the Moon.
The impact crater Schiaparelli-E on the Moon. Click to enlunenate.
Photo by NASA/GSFC/Arizona State University
This is a shot of the crater Schiaparelli-E taken by the Lunar Reconnaissance Orbiter. It shows the central floor of the crater, surrounded by the rim (which is not completely framed; you can see the edge of the rim to the upper left).
The weirdly-shaped stuff in the middle looks like a series of pits to my eye, and I knew that couldn't be right. Craters usually have raised features in the floor! So I flipped it over, and voilà:
Ah, that's better! Now you can see those features really are raised lumpy hills.
So what's going on here? The crater still looks weird.
This is an example of what's called "impact melt", when an asteroid or comet slams into the surface with so much energy it melts the material around it. That happens every time with a big impact, but in this case the molten material pooled around the bottom of the crater floor, filling it partway. Hills or mountains are common in bigger impacts, as the rock pushed out from the impact flows back in, a bit like the way a drop of milk splashed into a glass causes a rebound drop to shoot back up.
So after the hills formed, more molten material filled the crater, giving it a smooth, flat floor that is higher than it would have been without the melting. The hills poke out of it, giving it that weird look. Later, rocks and boulders rolled down the inside rim wall, many stopping at the floor boundary while some managed to make their way further in. You can easily see hundred of such boulders in this wonderful high-resolution image.
It's funny. The original Moon Illusion—the Moon looking huge on the horizon but smaller when overhead—is due to your brain misinterpreting the shape of the sky and the apparent size of the Moon, and supposedly can be overcome by standing on your head. The same is true for this other Moon illusion, too!
Pictures don't generally lie, but our brains do, all the time. Which is why we skeptics have a pair of sayings: Seeing isn't always be believing, and what you see is not always what you get.


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Following the World Summit on Children in 1990 and Malaysia's formulation of the National Plan of Action for Children (NPA), the Social Welfare Department and UNICEF work, hand-in-hand, to promote child participation in civil rights which include rights to information, expression and decision making.
Through this partnership, children and adolescents are trained to be facilitators and peer educators to promote the Convention on the Rights of the Child and create awareness for the prevention of violence and abuse against children. Young Malaysians are also given opportunities to contribute to the preparation of the NPA for 2001-2010; and to participate in various international and regional meetings.
In recognition of the special place young people have in society, Malaysia's launch of the Say Yes campaign, part of the Global Movement for Children in 2001, was officiated by the Prime Minister. Malaysia's children also attended the UN General Assembly Special Session on Children in 2002.
In 2006, UNICEF continued its partnership with the Social Welfare Department to document Malaysia's best practices on child participation.
9 October 2006:
2 February 2006:
25 November 2005:
14 December 2006:


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The Musk Ox can be found in various locations throughout northern
Canada, Greenland, Alaska, Norway, Sweden and Russia. At one
point they were eradicated in Alaska, Norway, Sweden and Russia,
but have since been successfully re-introduced to some areas in those
Musk Oxen are vegetarian and will eat much of the vegetation that is
available in the tundra. This includes willow shoots, lichens, grasses
Musk Oxen are roaming animals that live in herds. A herd will often
remain in a certain range where it will have access to food and water,
and will roam within that range throughout the seasons to locate those
Musk Oxen will reach lengths between 6 and 7.5 feet and have a
shoulder height between 4 and 5 feet. Their weight can vary from 400
to 900 pounds. Musk Oxen have an outer coat made of long, brown
hairs and an inner coat called qiviut which consists of wool. This is a
special adaptation that helps the musk ox survive the freezing
temperatures of the tundra. Males and females have horns that meet
near the center of the skull. Males will grow an additional "boss"
across the horns. Musk Oxen have glands that produce a strong,
musky odor that gives the Ox its name.
The rut or mating season for Musk Oxen begins in late summer and
early fall. Males will compete for dominance over a harem of females,
and a single male will mate with several females. The gestation or
pregnancy period will then last approximately 8 months and the female
will give birth to one calf in the spring.


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Back here was the very beginning of the story of Find the Starlight.
This was the Prologue: Black and White:
On a blank white space, images began to appear unannounced.
Over several weeks, new images and items appeared with the message "Come back" repeated each time.
After ten items were shown, things stayed that way for a few weeks. Then they all vanished, and a new image of a couple appeared.
Over time, the image was covered with a child's writing, after a figure appeared in the doorway in the background. Then the picture was covered with three cards: the two of hearts, then the Jack of Spades, then the King of Hearts (the Suicide King).
Then everything was gone, and a question appeared:
"Where is the ice?"
The ten items reappeared, but this time they were scattered and numbered.
And those who followed the faint mist of a story that was about to begin set out to find answers.


Oil Well Remote Monitor
 - Client
 Oil company
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Background and Challenges
Having a solution that is able to view and control the oil well and oil field in real time has been a challenge for the rig and refinery company. Because oil well and oil field are widespread in large coverage, and problems of drilling oil caused by harsh environment, system shutdown and human error sometimes make oil production halt, which affects the output and also bring trouble for management.
System Requirements
BIVOCOM recommends a wireless monitor and control solution, which uses wireless, intelligent and automation technology to cover all the oil well and oil field, reduce the risk of problems caused by human error, monitor the weather and system in real time, to promote the output and reduce consumption. The system includes 1. Data collection system To collect data of pressure, current, voltage, temperature, etc. 2. Data transmission BIVOCOM TD210 DTU Series, to transfer the data to center through 4G/3G/CDMA/GPRS cellular network. 3. Data center Data storage and process, remote control the system, etc.
1. Auto check and display data of current, voltage, temperature, etc.
2. Wireless remote monitor and automation, cost-saving.
3. Data auto transferred and report, real time monitor and alert, reduce incident.
4. Able to manage and monitor one oil field or multi oil fields in unified.
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The key question isn't if Christian schools should talk about pornography, but how they should talk about pornography.
In the past, some Christians considered pornography a taboo topic, especially with children. However, with broadband internet, and mobile devices, pornography is so widespread that it's essential for Christian schools to face the issue. Young people need the resources to make informed and wise choices about how they respond to pornography.
Although all staff in schools may be involved in helping students counter the negative effects of pornography, we believe that the best outcomes are achieved by an intentional and coordinated effort between three distinct groups:
the pastoral care staff,
the PDHPE staff.
Each of these groups can bring a different approach to the messages they give to students. We strongly encourage these teams to work together to discuss where and how they introduce age-appropriate information across the school curriculum.
Schools have a vital role to play in educating students about pornography. The best pornography education occurs within the context of a clear and comprehensive sex education program. This doesn't mean that we should be directly teaching very young children directly about pornography. Rather, we begin to lay a platform for the essential skills through a school-wide, comprehensive sex education program. For example, schools can:
teach preschool children about the differences between boys and girls, communicating about their bodies and protective behaviours,
deliver primary school students with messages about sex, puberty and safe living. In New South Wales, the Primary PDHPE curriculum teaches topics and skills that are crucial for preparing young people for the challenges that pornography will pose, such as good communication, decision making and positive relationships,
equip young people with media literacy skills to critically challenge the messages that media from various sources is sending, without necessarily talking about pornography. Students who have these foundational skills are better prepared to consider the harms and influences of pornography once they reach high school. The resources and programs listed below are a helpful starting point for any school looking to develop a whole school strategy to resisting the harms of pornography.
A number of websites offer specialist services to schools that we want to alert you to here. Unless specifically stated, these resources are not necessarily operating from a Christian foundation—but we believe they offer some really helpful ideas for Christians in schools.
Teen Sex by the Book curriculum
Designed to be used alongside Patricia Weerakoon's book of the same name, help your students discover how living God's countercultural lifestyle leads to healthy, pleasurable sex and intimate, satisfying relationships that last a lifetime. For years 9-12.
Other Weerakoon resources:
- Teen Sex by the Book (Years 9-12)
- Growing Up by the Book (Years 5-8)
- Birds and Bees by the Book (Years 2-4)
- The Best Sex for Life (Adults)
The Frank Chat is the website and home of the ministry of James Grady. Grady is an educator and chaplain with a special interest in educating young people, parents and community (including schools) about the harms of pornography, with a distinct Christian approach. He's got a number of interactive presentations for schools that can be catered to your specific needs or context as well as the available time. These are based on the most up-to-date research on the effects of pornography.
Based in Brisbane, Youth Wellbeing Project provides holistic relationships and sexuality education to prevent sexual harms, enhance children and young people's relationships, and build resilience to porn culture. Youth Wellbeing Project attend schools to deliver sexuality education, but they also provide materials for school staff to deliver in their own schools.
Of particular interest is their Critical Porn IQ program, which is a school-wide approach to counteract porn culture. This program equips both primary and secondary schools to implement policies and learning materials for students, and directs staff and parents to further support.
It's Time We Talked is an Australian website that brings together a range of resources for young people, parents, community organisations and schools about counteracting the harmful effects of pornography. The website contains a tab devoted to schools, including pages on why porn is an issue for schools, and what they can do about it. The people behind this project, Maree Crabbe and David Corlett, offer consultancy to schools, including training for teachers, wellbeing staff and parents. We highly recommend checking out their unique Australian resource called In The Picture that supports secondary schools to develop a whole-school approach to addressing the influence of explicit sexual imagery (_URL_
Melinda Tankard Reist is a writer, speaker and advocate with a very powerful message for schools about their role in resisting the influences of pornography. She runs seminars and workshops in schools for students, staff and parents.
Merilyn Buckley has developed and presented a range of survey-based, tailored wellbeing seminars to students and parents at many Sydney schools. She also runs mental health and wellbeing seminars for local government and corporate companies, and has spoken at youth and adult community conferences on emotional, mental, physical, spiritual and social wellbeing, particularly for interdenominational faith communities across Australia
Rowena Thomas is a Sydney-based primary school teacher who specialises in providing sexuality education for students and for their parents. Her message is based around the very positive message that people are different, diverse and amazing. Thomas brings a distinctly Christian perspective to this topic, and can directly address pornography if requested.
David and Katie Kobler provide seminars aimed to educate, inspire and empower young people to have happy, healthy and respectful relationships. They provide relevant and engaging seminars for students, parents and teachers around the topics of sex, dating and relationships, creating an atmosphere of empathy in the school and home for young people. Their approach aims to open conversations, provide answers and change culture.


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Another AGW argument bites the, er, dust
posted at 12:55 pm on November 12, 2010 by Ed Morrissey
Climate-change alarmists have warned for years that rising temperatures they associate with higher levels of CO2 would radically reduce the Amazonian rainforests as water got more scarce. The argument was that the heat would reduce the rainfall, which would eventually turn the rainforests into savannahs or even dust bowls and seriously impact oxygen and climate patterns for the entire world. Now a new study, reported by the Guardian — hardly a bastion of skepticism on AGW claims — says both predictions are entirely incorrect (via QandO):
According to a study of ancient rainforests, trees may be hardier than previously thought. Carlos Jaramillo, a scientist at the Smithsonian Tropical Research Institute (STRI), examined pollen from ancient plants trapped in rocks in Colombia and Venezuela. "There are many climactic models today suggesting that … if the temperature increases in the tropics by a couple of degrees, most of the forest is going to be extinct," he said. "What we found was the opposite to what we were expecting: we didn't find any extinction event [in plants] associated with the increase in temperature, we didn't find that the precipitation decreased."
In a study published today in Science, Jaramillo and his team studied pollen grains and other biological indicators of plant life embedded in rocks formed around 56m years ago, during an abrupt period of warming called the Paleocene-Eocene Thermal Maximum. CO2 levels had doubled in 10,000 years and the world was warmer by 3C-5C for 200,000 years.
Contrary to expectations, he found that forests bloomed with diversity. New species of plants, including those from the passionflower and chocolate families, evolved quicker as others became extinct. The study also shows moisture levels did not decrease significantly during the warm period. "It was totally unexpected," Jaramillo said of the findings.
When water became more scarce, the plants started becoming more efficient at its use. The changes in temperature not only didn't kill off the trees, it led to an explosion of diversity, which once again poses the question of whether anyone actually understands these systems enough to reach a conclusion on what exactly the optimal temperature is for the planet. These findings seem to suggest that our period may be a little on the cool side for natural diversity and agricultural production.
Or, more accurately, that the AGW science is mainly conjectural in the first place. The lack of certainty in the speculative horror stories spun by the IPCC and its already-busted myths, combined with the utter failure of AGW models to accurately predict any outcomes, should already have had most people skeptical of the entire exercise. Now we find out that 200,000 years of climate 5C warmer than this period not only didn't turn the Earth into a barren desert but instead led to adaptations, strength, and an explosion of diversity, setting the stage for the expansion of humans on the planet.
The study's authors conclude that warming presents little threat to the rainforest, and instead advises activists to focus on fighting deforestation instead. That is, at least, a legitimate threat to the existence of the rainforests, and an issue with a lot more credibility than the Chicken Little scenarios that hysterical AGW activists keep spinning.
Breaking on Hot Air


Can the Life Span of a Bubble be Extended in Different Temperatures and Atmospheric Conditions?
based on 27 ratings
Author: Tricia Edgar
Bouncing baby bubbles! In this experiment, create strong bubbles and see how long these airy visitors will stick around.
Problem: What factors help extend bubble life span?
 - 1 tablespoon glycerin
 - 2 cups Dawn dish soap
 - 1 tablespoon vinegar
 - ½ cup white corn syrup
 - Measuring cup
 - Bubble wand
 - Large container of distilled water
 - Rubber gloves
 - 4 clear plastic jars with lids
 - Freezer
 - ½ cup measuring cup
 - 4 cups
 - Masking tape
 - Marker
 - Tablespoon
 - Stopwatch
 - Notepad
 - Pencil
 1. First, create your bubble solutions. Get your dish soap and pour ½ cup slowly into a cup.
 2. Use the masking tape and the marker to label this cup "dish soap".
 3. Next, put 1 tablespoon of vinegar into a second cup. Add dish soap until you reach ½ a cup.
 4. Label this cup "dish soap with vinegar".
 5. Mix together one cup of water, 2 tablespoons of dish soap, and 1 tablespoon of glycerin.
 6. Pour ½ cup of this mixture into a cup and label it "glycerin mix".
 7. Finally, mix together 1 ½ cups water, ½ cup Dawn soap, and ¼ cup white corn syrup.
 8. Pour ½ cup of this mixture into a cup and label it "corn syrup mix".
 9. Line up four plastic jars and label each with one of the four types of bubble solutions you made.
 10. Now, dip your bubble wand into the first mix. Blow some bubbles into the appropriate jar.
 11. Have a friend time how long it takes them to pop. Make a note of the time.
 12. Clean off the wand, and then do the same with each of the other bubble solutions.
 13. Now, blow glycerin bubbles into a jar and place it into an open freezer. Watch the bubbles. How long does it take them to pop?
 14. Compare this time to the time it took them to pop outside the freezer. Is there a difference?
The bubble solutions with added corn syrup and glycerin lasted the longest. Colder bubbles also last longer.
Water exhibits a force that holds its molecules together. If you place something light onto the surface of the water, it may be able to float on top because of this force, known as surface tension. Compared to some other liquids, water has a particularly high surface tension. Maybe now you understand how water is capable of forming bubbles—but why are soap bubbles so much stronger?
First of all, soap molecules are capable of doing something somewhat similar to what water does—they line up side-by-side to make a layer. In addition, soap is a great cleaning agent because each of its molecules has two sides: one side likes to stick to water, and the other side likes to stick to dirt and oil. So why does this matter if we're talking about bubbles? The side of the soap molecule that likes to stick to dirt and oil also likes to stick to air!
When you make a soap bubble using a mixture of soap and water, your bubble actually has three layers: two layers of soap with a layer of water sandwiched in between. The outer soap layer of the bubble has its air-liking ends sticking outward and its water-liking ends sticking inward towards the layer of water. Likewise, the innermost layer of the soap bubble has its water-liking ends sticking out, and its air-liking ends facing the air on the inside of the bubble.
Now, let's talk about how your additives affected bubble strength. Dish soap makes bubbles, but they quickly dehydrate and pop. When you added vinegar to the dish soap, you added an acid that made the dish soap break down even faster. The two secret ingredients that you can add for stronger bubbles are corn syrup and glycerin. When bubbles pop, they often pop because the water in the bubble evaporates into the environment. Glycerin helps bubbles stay strong because it's naturally good at preventing dehydration. How come? It's hydroscopic, which means it adds water from the air to the bubble! It also forms a weak bond with hydrogen, which further delays water evaporation. Corn syrup works by making the bubble solution more viscous, creating a thicker and tougher bubble. Making bubbles cold also helps them last longer because evaporation slows down in colder temperatures. What do you think would happen to your bubbles if you put them in conditions that are colder than your freezer?
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Introduction: Identifying major bleeding is fundamental to assessing the outcomes of anticoagulation therapy. This drives the need for a credible implementation in automated data for the International Society of Thrombosis and Haemostasis (ISTH) definition of major bleeding. Materials and Methods: We studied 102,395 patients who received 158,511 person-years of warfarin treatment from the Veterans Health Administration (VA) between 10/1/06-9/30/08. We constructed a list of ICD-9-CM codes of "candidate" bleeding events. Each candidate event was identified as a major hemorrhage if it fulfilled one of four criteria: 1) associated with death within 30 days; 2) bleeding in a critical anatomic site; 3) associated with a transfusion; or 4) was coded as the event that precipitated or was responsible for the majority of an inpatient hospitalization. Results: This definition classified 11,240 (15.8%) of 71, 338 candidate events as major hemorrhage. Typically, events more likely to be severe were retained at higher rates than those less likely to be severe. For example, Diverticula of Colon with Hemorrhage (562.12) and Hematuria (599.7) were retained 46% and 4% of the time, respectively. Major, intracranial, and fatal hemorrhage were identified at rates comparable to those found in randomized clinical trials however, higher than those reported in observational studies: 4.73, 1.29, and 0.41 per 100 patient years, respectively. Conclusions: We describe here a workable definition for identifying major hemorrhagic events from large automated datasets. This method of identifying major bleeding may have applications for quality measurement, quality improvement, and comparative effectiveness research.
Bibliographical noteFunding Information:
This project is supported by VA-HSR&D-IIR-10-374. Dr. Rose is supported by a VA Career Development Award (HSR&D-CDA-2-08-017). The sponsor had no role in the design and conduct of the study; the collection, management, analysis, and interpretation of the data; and the preparation, review, and approval of the manuscript.
- outcome assessment


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DH Key exchange
2. R1 sends its public key over to R2. R2 did the same.
3. R1 uses R2's public key and its own private key and calculate a shared-secret key with DH algorithm. R2 did the same. The end result is both R1 and R2 produce identical secret key.


How To Grow Sodium Nitrate Crystals
Sodium Nitrate crystals
Vadim Sedov/Wikimedia Commons/CC by 4.0
Sodium nitrate is a common chemical, found in food, fertilizer, glass enamel, and pyrotechnics. Sodium nitrate, NaNO3, forms colorless hexagonal crystals. Although these crystals are a bit more challenging to grow than some of the beginner crystals, the interesting crystal structure makes them worth the effort. The crystal somewhat resembles calcite, exhibiting some of the same properties. Sodium nitrate crystals can be used to examine double refraction, cleavage, and glide.
Sodium Nitrate Crystal Growing Solution
 1. Dissolve 110 grams sodium nitrate per 100 ml hot water. This will be a supersaturated solution. One method of growing crystals is to allow this solution to cool in an undisturbed location and allow it to produce crystals as the liquid evaporates.
 2. Another method of growing this crystal is to grow a single crystal in a sealed container from a supersaturated solution. If you choose to follow this method, prepare the aforementioned solution, allow this solution to cool, then add a couple of grains of sodium nitrate and seal the container. The excess sodium nitrate will deposit on the grains, producing a saturated sodium nitrate solution. Allow a couple of days for this to occur.
 3. Pour off the saturated solution. Pour a small amount of this solution into a shallow dish. Allow the liquid to evaporate, to produce small seed crystals. Select a crystal or two for further growth.
 4. To prepare the supersaturated growing solution, to your existing solution add 3 grams of sodium nitrate per 100 ml of water in the original solution. So, if you prepared 300 ml of solution, you would add an extra 9 grams of sodium nitrate.
 5. Carefully add your seed crystal to this liquid. You can suspend the crystal from a nylon monofilament. A nylon monofilament or wire is used because it won't wick up the solution, causing evaporation.
 6. Seal the jar and allow the crystals to grow at a constant temperature, someplace they won't be disturbed. Sodium nitrate is very sensitive to temperature changes, so maintaining a constant temperature is important. If you have difficulty maintaining a temperature, you can place the sealed jar inside a water bath. If you don't see crystal growth after a few days, try lowering the temperature slightly.
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Your Citation
Helmenstine, Anne Marie, Ph.D. "How To Grow Sodium Nitrate Crystals." ThoughtCo, Aug. 28, 2020, Helmenstine, Anne Marie, Ph.D. (2020, August 28). How To Grow Sodium Nitrate Crystals. Retrieved from Helmenstine, Anne Marie, Ph.D. "How To Grow Sodium Nitrate Crystals." ThoughtCo. (accessed August 5, 2021).
Watch Now: 3 Tips for Growing Sugar Crystals


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30 Things To Learn From Badass Historical Moms
Another Badass Historical Moms Tip: healthcare for all! in the 1800s?
Susan's own parents taught her to embrace her mixed race heritage, as they were of both Native American and the majority white world themselves. Susan went on to fully live this teaching when she became American's first female Native American physician, returning to her home reservation but doctoring all people, both white and Native. She advocated for all people to receive better healthcare.
It was said that, as a child, Susan once watched a tribal elder die because a white doctor refused to treat the elderly lady. She decided then that she could do the job better. When Susan married a man from a Sioux tribe, she continued breaking barriers. While bearing two children, Susan fought against traditional expectations and continued working professionally full time.


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John Thurtell—"The Elstree Murder"
John Thurtell's case was considered sensational at the time. It also made history in two significant ways and therefore forms a valuable part of the chronology of capital punishment in Britain.
Thurtell was born on December 21st 1794, son of the then Mayor of Norwich. He seems to have been a fairly wealthy young man and was a gambler. He had a grudge against a fellow gambler, solicitor William Weare, whom he accused of having cheated him of £300 in a game of cards and to whom he now owed, by the standards of the day, this vast sum. A waxwork was made of Thurtell after execution and is shown here.
Thurtell invited Weare to spend a weekend gambling with him and some friends at a cottage owned by fellow gambler William Probert at Radlett in Hertfordshire and they travelled up from London together in Thurtell's gig on October 24th 1823. As they neared the cottage Thurtell confronted Weare over his behaviour, outside the Wagon and Horses Inn, in Watling Street, Radlett. He drew a pistol and fired its single shot at Weare's face, the bullet glancing off his cheekbone as the gun had misfired. As shooting had not worked Thurtell set about the now dazed Weare with a penknife and cut his throat. He also rammed the muzzle of the gun into Weare's scull with maximum force, leaving blood, hair and tissue in the barrel. William Probert and another friend, Joseph Hunt, an actor, helped Thurtell dispose of Weare's body. Initially they put it into a pond in the garden of Probert's cottage but later, under cover of darkness moved it to and threw it into another pond in Elstree, hence why the newspapers dubbed this the "The Elstree Murder".
A labourer found the bloody knife and pistol by the cottage and took them to the authorities and a murder investigation began. As the owner of the cottage, Probert was the first to be questioned and realising his predicament turned King's Evidence against Weare. He also implicated Hunt who was soon arrested and led the police to the body.
Thurtell and Hunt were taken into custody and came up for trial at the January sitting of the Hertford Assizes before Mr. Justice Park. Thurtell was charged with the murder of Weare and Hunt with being an accessory to it. It was virtually impossible for them to get a fair trial for two reasons. Firstly their guilt was seen as self evident by both the press and the public, to the extent that the judge remarked that if "these statements of evidence before trial which corrupt the purity of the administration of justice in its source are not checked, I tremble for the fate of our country." The newspapers had shown great interest in Thurtell's case and every detail was lapped up by an eager public. Secondly this was to be the last trial in England conducted under the old 16th century principals in which the accused has to defend himself against the prosecution, being allowed only to make a speech after the evidence against them had been heard and not being allowed to cross examine the prosecution witnesses. This was hardly conducive to a fair trial and neither man was represented by counsel. Thurtell made a lengthy and somewhat rambling address to the court in which he tried to shift the blame for the killing to Probert. He referred to his Christian upbringing and also made references, apparently, to Voltaire and Saint Paul, all of which failed to impress either the judge or the jury. A witness for Thurtell said, "I always thought him (Thurtell) a respectable man." Being asked by the judge what he meant by this he replied, "He kept a gig." Not surprisingly this was not in itself enough to save him and it took the jury just twenty minutes to find both accused guilty. Mr. Justice Park then sentenced them to death and ordered that Thurtell's body be anatomised after execution, as was the norm at that time for murderers. Hunt's sentence was commuted to transportation for life and he was duly shipped to Australia's Botany Bay where he was to live on for very many years. Thurtell was returned to Hertford prison to await execution. It is noteworthy that even being an accessory to murder carried the death penalty in the 1820's.
The new gallows.
Hangings at Hertford were not a frequent event even then. The previous one having occurred in August 1822 when Charles Lee was executed there for burglary. It was thus decided that a new gallows incorporating a proper drop should be built for Thurtell. This design did away with the need for ladders and carts to get the prisoner suspended and was copied for several other prisons round the country, becoming effectively the standard pattern of its day. A very similar one was used at York Castle from the mid 1820's. Construction began before the trial, so certain was everybody of the outcome! Mr. Nicholson, the Under Sheriff of Hertfordshire supervised the work and the gallows consisted of a "temporary platform with a falling leaf (single trap door) supported by bolts which could be withdrawn in an instant" so launching the criminal into eternity, as was the contemporary expression. The substantial cross beam was supported by two equally substantial uprights, about 8 feet high. The enclosure beneath the beam consisted of boards 7 feet high and dovetailed into each other so that there were no gaps (through which the body could be viewed). It was 30 feet long and 15 feet deep with a short flight of steps up to the platform at the back leading directly from the prison door. The whole gallows was painted black and presented "a very gloomy appearance". The walls of the platform rose approximately 2 feet above the platform so the bulk of the prisoner's body was hidden from view after the drop. The outer enclosure was for the javelin men who stood guard at hangings to prevent escape or rescue attempts.
James Foxen, the hangman, arrived from London on the Thursday and made the usual preparations. Thurtell dressed for the occasion and was described as being "elegantly attired in a brown great coat with a black velvet collar, light breeches and gaiters, and a fashionable waistcoat with gilt buttons". A little before 12 noon on Friday the 9th of January 1824 Foxen pinioned Thurtell's hands in front of him with handcuffs (unusual) and he was then led from his cell to the accompaniment of the tolling prison bell and the prison chaplain reading the burial service. A few moments earlier he had confessed his guilt to the chaplain. He mounted the five steps slowly but steadily and positioned himself on the trap. Here Foxen removed his cravat and loosened his collar. When Thurtell had finished praying Foxen drew the white cotton cap over his head and placed the noose around his neck. the Governor of Hertford Gaol and the Chief Warder both shook hands with him, before Foxen adjusted the noose. Wilson said "Good bye Mr. Thurtell, may God Almighty bless you" to which Thurtell replied "God bless you, Mr. Wilson, God bless you." At two minutes past midday, on the signal from Mr. Nicholson, the Under Sheriff, Foxen drew the bolts and Thurtell dropped into box like the trap with a crash. It was reported that his neck broke "with a sound like a pistol shot" but this is most unlikely as he would certainly not have been given sufficient length of drop for this to occur. It is probable that the reporter who made the statement got confused by the sound of the falling trap doors. However by the standards of the day Thurtell died easily and was not seen to struggle. After hanging the customary hour his body was taken down and sent to London for dissection in Surgeon's Hall in accordance with his sentence. A wax work of him was made and exhibited in Madame Tussauards. The new gallows had been designed to be quickly dismantled and was taken back into the prison after the execution. It was judged to be a success and considerably speeded up the process. It was to be used for a further 14 hangings up to 1838, including two double executions for burglary later in 1824 and a treble hanging in 1838, when three men were executed for murder. After that there were no more public hangings in Hertfordshire and it was to be 1876 before the next execution occurred—out of the public gaze and utilising Marwood's "long drop" method. The concept of carrying out hangings at midday was quite common at this time as it allowed more time for the public to assemble to watch the proceedings.
William Probert, although escaping prosecution over Weare's murder, was to be convicted horse stealing the following year and he was hanged by Foxen on the 20th of June 1825 outside Newgate with three other men.
Web page made on 22 January 2006; last edited on


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Definitions for merinoməˈri noʊ
Random House Webster's College Dictionary
me•ri•noməˈri noʊ(n.; adj.)(pl.)-nos
(n.)(often cap.) one of a breed of sheep, raised orig. in Spain, valued for their fine wool.
Category: Animal Husbandry
wool from such sheep.
a yarn or fabric made from this wool.
(adj.)made of merino wool, yarn, or cloth.
Origin of merino:
1775–85; < Sp < Ar (banū) marīn a Berber tribe known for raising this breed
merino, merino sheep(noun)
white sheep originating in Spain and producing a heavy fleece of exceptional quality
A breed of Spanish sheep that has long, fine hair
The wool of this sheep
The fabric made from this wool (or from any similar yarn)
A yarn made from a combination of wool and cotton in imitation of this wool
of or pertaining to a variety of sheep with very fine wool, originally bred in Spain
made of the wool of the merino sheep
a breed of sheep originally from Spain, noted for the fineness of its wool
a fine fabric of merino wool


Awareness Call to New Poultry Keepers
by 5m Editor
1 June 2010, at 6:14am
On the countryside programme, 'Landward', aired in Scotland on BBC2 last Friday (28 May) at 7.00pm, a feature looked at the significant increase in the number of households looking to keep their own poultry.
NFU Scotland and the programme makes the point that the welfare of the stock must take priority and those contemplating such a move should undergo appropriate training in keeping poultry and ensure they have veterinary support.
NFU Scotland's Communications Director, Bob Carruth, said: "There is a danger that people get caught up in the whole wave of producing your own food without giving serious thought to all that is involved in properly looking after your hens and chickens. There is a big difference between growing a few carrots and lettuce to actually keeping and looking after livestock. "These birds are not pets or fashion items and I am glad the programme points potential bird-keepers towards the need for appropriate training in how to look after the hens and that veterinary advice should be available. Both are essential to the health and welfare of the birds.
"We would also encourage those keeping hens in their gardens or backyards to register their birds with the authorities. Diseases, such as avian influenza and Newcastle Disease, pose huge health risks to wild birds, small flocks and commercial poultry stocks. In the event of any outbreak, it is in everyone's interests that we know where all birds are being kept and I would urge any new flock owners to sign up to the Poultry Register."


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, it is sometimes useful to represent a vector in matrix notation as
Then, in appendix 2 of post 17.13 we could write
The dot product v.r is then given by vTr = vxrx + vyry + vzrz that is a scalar.
The cross product of the two vectors a and b in post 17.37 is given by the determinant
which could be represented by the column matrix
Now let's look again at equation 2. We would get the same relationship between stresses and strains if we wrote it as
Now we are representing the stresses and strains by a 3 × 3 matrix in which are the non-diagonal elements are zero; this is an example of a diagonal matrix. The off-diagonal elements are zero because, the strains resulting from application of the stress σx do not depend on σy or σz. In general, the state of strain in an isotropic material may be more complicated so that the strain induced by σx may components in the y and z directions that are not so simply related to σx. In other words, the strain depends on direction but strains in the x, y and z direction are not independent. Then the strain in the object is represented by a tensor instead of by a vector (post 20.2). We can represent this tensor by the a 3 × 3 matrix
If you've managed to read this whole post, from beginning to end, congratulations!


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Florida's Middle School Reading Coaches
What Do They Do? Are They Effective?
Despite recent progress in reading achievement among elementary school children, literacy levels among U.S. adolescents remain low. Many middle school students struggle to develop advanced reading skills, such as the ability to analyze and synthesize complex ideas or to comprehend multiple points of view within a text. Middle schools have traditionally emphasized the disciplines, such as history or mathematics, rather than explicit reading instruction. Moreover, most middle school teachers have received only minimal preservice training in how to teach reading.
One popular approach for improving adolescents' literacy skills is the use of school-based literacy or reading coaches. Reading coaches are trained master teachers who provide leadership for the school's literacy program and offer onsite and ongoing support for teachers so that they can improve the literacy of their students. Coaches generally do not work directly with students but instead provide support to teachers.
While reading coaches have become increasingly prevalent, there is little empirical evidence regarding their effectiveness in changing teacher practice and improving student achievement. RAND sought to address this gap in knowledge by studying a statewide reading coach program in Florida middle schools. Researchers surveyed principals, coaches, and teachers in 113 middle schools; conducted interviews, focus groups, and observations in a sample of the surveyed schools; interviewed state officials and coach coordinators; and examined results from state middle school examinations in reading and mathematics.
Although the State Gives Districts Much Flexibility, Districts Implemented the Program in Similar Ways
Florida's coaching program, which is part of a broader statewide effort known as Just Read, Florida!, provides funding to school districts to hire full-time, site-based reading coaches for schools. The state defines basic goals for the program but leaves details up to districts. The state provides districts with a job description suggesting basic coach qualifications, recommends that coaches work with all teachers across all content areas, and suggests that they spend at least half their time in the classroom working one-on-one with teachers. The study found that districts tended to establish similar policies and supports for coaches regarding hiring, compensation, evaluation, and training.
Coaches Divided Their Time Among Many Activities
Reading coaches typically divided their time among many activities, including formal work with teachers, informal coaching, administrative duties, data analysis, and noncoaching duties. Although coaches spent the most time on one-on-one work with teachers, this activity typically accounted for less than half of coaches' time (the amount recommended by the state). Moreover, coaches tended to work mostly with reading teachers, and were much less likely to focus on teachers specializing in other disciplines, such as English, mathematics, or science.
Teachers and Principals Reported That Coaches Had Positive Effects
The majority of reading and social studies teachers reported that the coach had influenced their instructional practice. More than 40 percent characterized this influence as "moderate to great" in magnitude; approximately two-thirds believed that these interactions helped them feel more confident in their ability to teach reading to students. The vast majority of principals also reported that their coaches had a positive effect on their own knowledge, the school climate, and students' motivation to read.
Coach Effectiveness Was Associated with Perceptions of Coach Quality and Administrator Support
On average, those coaches who received higher teacher ratings for their knowledge and skills also tended to be perceived as having greater influence over teachers' practice. Coaches' ability to support adult learners (i.e., teachers) (as reported by principals) was also associated with positive perceptions of coach influence in the classroom. Principal and district support for coaching appears to be another enabler of coach effectiveness.
However, ensuring the quality of coaches was a concern for many administrators. Some administrators raised questions about schools' ability to recruit and retain high-quality coaches, and some questioned the particular skills and knowledge of their coaches. Moreover, many coaches expressed a desire for additional professional development to help them understand specific needs of adult learners and how to support them effectively.
Evidence Is Mixed Regarding the Impact of Coaching on Student Achievement
Researchers found that having a state-funded coach was associated with small but significant improvements in average annual gains for middle school students (as measured by the Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards reading test) for two of the four cohorts analyzed (those schools first receiving a coach in 2003 and 2005). However, significant effects were not seen for the 2004 and 2006 cohorts.
Frequent Review of Assessment Data Was Associated with Positive Outcomes
There was a significant, though small, relationship between the frequency with which coaches reviewed assessment data with reading teachers and better student scores in reading and mathematics. Moreover, social studies teachers' perceptions of coaches' effectiveness in influencing their instruction were strongly related to the frequency with which the coach reviewed assessment data with them.
Barriers to Coaching Included Lack of Time for Coaching, Teachers' Reluctance to Work with Coaches, and High Teacher-Coach Ratios
The study identified several barriers constraining coaches' ability and opportunity to provide instructional support to teachers. Most notably, more than half of coaches cited the large amount of time needed to coordinate and administer assessments as a moderate or great hindrance to their work, and about a third felt that the school schedule did not provide teachers with adequate planning time to meet with coaches. About one-third of coaches reported that some teachers were reluctant to work with them. Nearly a third of coaches and principals indicated that the ratio of teachers to reading coaches negatively affected the ability to coach, and many district coordinators and coaches noted the challenges involved in supporting many teachers at once.
Based on the findings of the study, researchers offered several recommendations for policymakers, administrators, and other school officials.
- Develop a pipeline of qualified candidates. District administrators might consider recruiting and training a pool of qualified candidates from which to draw in future years or when positions turn over.
- Nurture administrator support for reading coaches. In particular, many administrators would benefit from additional guidance concerning how to identify, recruit, and retain high-quality coach candidates.
- Continue professional development for coaches, with additional emphasis in certain areas. More support was requested for supporting adult learners, teaching reading to special populations (English language learners, special education students), and incorporating literacy across all the content areas.
- Encourage coaches to review assessment data with teachers. Administrators should continue to provide coaches with professional development in data analysis, with a particular focus on taking action in response to data assessment results.
- Address barriers to enable coaches to work more with teachers. District and school leaders might consider minimizing administrative demands on coaches, providing additional training to coaches to help them work with resistant teachers, and basing coach assignment on the needs of each school (i.e., student performance, numbers of inexperienced teachers), potentially allocating more than one coach to large, high-needs schools when possible.
This research brief describes work done for RAND Education and documented in Supporting Literacy Across the Sunshine State: A Study of Florida Middle School Reading Coaches, by Julie A. Marsh, Jennifer Sloan McCombs, J. R. Lockwood, Francisco Martorell, Daniel Gershwin, Scott Naftel, Vi-Nhuan Le, Molly Shea, Heather Barney, and Al Crego, MG-762-CC, 2008, 268 pp., ISBN: 978-0-8330-4509-6 (Full Document).
This product is part of the RAND Corporation research brief series. RAND research briefs present policy-oriented summaries of individual published, peer-reviewed documents or of a body of published work.
Copyright © 2008 RAND Corporation
The RAND Corporation is a nonprofit research organization providing objective analysis and effective solutions that address the challenges facing the public and private sectors around the world. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.


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- Enroll in a course in the Gnowbe Library
- Get instructions to download app and auto-enroll
- Learn your new skill in 10 mins a day
- Put your Micro-Certificate on Linkedin
- Start Learning to improve yourself
Good water quality for happier and healthier fish.
What will you learn
What is this 'Micro-Learning Course' about?
This course will provide participants with knowledge and practical approaches regarding water quality in the care and husbandry of aquatic species.
Who is this course designed for?
Learners who are interested to learn about the principles and maintenance of good water quality in aquaculture and for ornamental fish.
What will you take away?
At the end of this course, you will be able to:
- Importance of water quality in aquaculture
- Important water quality parameters
- Testing methods & equipment for measuring water quality
- Effects of stocking density on fish health and growth
- Practical considerations in deciding stocking density
- Before We Begin
- Importance of Good Water Quality
- Classification of Water Quality Parameters
- Water Quality Parameter: Dissolved Oxygen
- Water Quality Parameter: pH
- Water Quality Parameter: Temperature
- Water Quality Parameter: Salinity
- Water Quality Parameter: Hardness & Alkalinity
- Water Quality Parameter: Nitrogen & Phosphorus
- Water Quality Parameter: Dissolved and Suspended Solids
- Water Quality Tests: Equipment
- Water Quality Tests: Rapid Kits
- Types of Aquaculture Systems
- Effects of Stocking Density
- Appropriate Stocking Density
- Stocking Compatibility
Beyond their core business of conducting full-time courses for students, Temasek Polytechnic is also committed to the practical re-skilling and professional development of adult learners. They believe in helping individuals and organisations equip themselves with the necessary skills to meet the challenges of a dynamic economy.


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Clean feeding utensils help keep calves healthy
February 18, 2011
Clean and sanitized pails and nipples should be stacked separately and stored off the floor until completely dry.
Click image to enlarge
Would you mix soiled bedding, dirt or manure in with the milk replacer, colostrum or waste milk before feeding it to pre-weaned calves? Of course not! Yet, there are calf feeders using pails and nipples that have not been cleaned and sanitized or that have become contaminated since the last feeding. Recent research at Penn State (Journal of Dairy Science, Nov. 2010) evaluated the effectiveness of pasteurization by measuring bacteria counts in the waste milk before and after pasteurization as well as in the milk fed to calves. The research results showed that pasteurization reduces the number of bacteria in milk. No surprise! However, they also found that all types of bacteria counts were higher in samples pulled from calf buckets at feeding than in pasteurized milk before feeding. The researchers concluded that this is a good indicator that milk is frequently contaminated between pasteurization and feeding. I think this is a good reminder of why it is important to always clean and sanitize feeding utensils right after use as well as take measures to prevent contamination of those utensils and the milk before feeding.
Proper cleaning and sanitizing procedures of feeding utensils can mean extra work and it does take time. This may seem like a small matter, given the bacteria and other pathogens in the total environment to which the calf is exposed. However, the details of all calf management practices can make a difference in having healthy calves or sick calves. It's important to have a consistent, efficient, cost-effective approach to keep the utensils clean and sanitary, everyday. It takes someone being responsible to get it done. It may take writing up a protocol stating the procedures to be used, then posting them so that anyone who feeds the pre-weaned calves understands them and follows them, every time.
Here are some suggestions to make sure feeding utensils are as free of bacteria and pathogens as possible:
Cleaning and sanitizing:
- Every utensil used for feeding calves must be thoroughly cleaned and sanitized after each feeding. This includes balling guns and stomach tubes. Nipple buckets should be taken apart and cleaned.
- Have enough feeding utensils to be able to clean and disinfect between uses, especially on sick calves. If nipples or buckets are shared by multiple calves during a feeding, they must be disinfected between calves.
- Begin cleaning milk-feeding utensils by rinsing in cold or lukewarm water. Using hot water during rinsing makes the milk proteins stick to the surfaces.
- Just "rinsing-off" and storing the utensils is not good enough.
- After rinsing, then use water at least 120oF that contains both a detergent and a disinfectant. Expose the equipment to the solution as long as possible. The longer the exposure to chlorine the greater the opportunity for killing bacteria. Use 1 cup of fresh household-strength bleach in 5 gallons of very hot water. If there are calves with scours – use 1½ cups to 5 gallons. Dump nipples into the solution. Fill the bottles with it.
- Use a wash acid at a rate of about 1 ounce per 5 gallons of lukewarm water to get rid of any possible remaining milk solids on the containers. Most bacteria will not grow in very acid conditions. Acid sanitizers designed for manual cleaning of bulk tanks work well in this application.
- After washing, rinse in cold water.
- After cleaning and sanitizing, allow containers, nipples, balling guns, stomach tubes to air dry.
- Avoid stacking pails inside each other until completely dry. Bacteria can grow rapidly where there is moisture, no sunlight and poor air exchange. For this reason, freshly washed pails should not be placed upside down on a concrete floor.
- There needs to be enough esophageal feeders to dedicate one to each sick calf for that feeding or that day.
- Avoid using feeding buckets that have scratches (plastic) or other rough surfaces as this allows bacteria to reside in them.
- Colostrum, milk replacer, dry feed and water sources should always be clean and placed outside the pen where contamination cannot occur from urine and manure.
- Clean hands, boots and clothing are a must for the calf feeder so contamination of the clean and sanitary calf feeding utensils and equipment cannot occur.
- Disinfect the boots after entering pens with sick animals.
Having clean and sanitary calf feeding utensils may not be a revolutionary idea. But following these suggestions can help decrease the exposure of the calves to disease organisms and improve their health, survivability and growth rates. They can be applied to every calf raising situation on every farm, whatever size operation.


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AEM target detection in geological noise
Andy Green and Don Hunter
ASEG Extended Abstracts
2004(1) 1 - 4
Target selection and ranking is a critical aspect of mineral exploration that is complicated when the host geology either masks or mimics the responses from targets of interest. The approach described here uses statistical signal processing techniques, specifically matched filtering, to help recognise targets in the presence of such confusing effects. The essence of this approach is to assume that the data are composed of noise, generated by the background geology, and signals generated by targets of exploration interest. It is this recognition of the geology as a noise source, which allows traditional signal processing strategies to be applied to the problem. The critical step, absolutely necessary to success, involves pre-whitening the data so that those characteristics of the target that are as different as possible from this ''geological noise' are emphasised. Matched filtering is a well-established technique in fields other than mineral exploration. Work here has shown that, in many instances, it can also be applied successfully to AEM data. It provides a useful way of highlighting targets for further investigation by simplifying the interpretation process and filtering out many complex anomalies that are not feasible targets. This paper presents some of the necessary theory and the results of a number of case studies where the technique has been applied.
Full text doi:10.1071/ASEG2004ab055
© ASEG 2004


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Date of Award:
Master of Science (MS)
Frederick D. Provenza
Wildlife managers have fed elk in North America for nearly 100 years. Giving winter feed to elk can compensate for a shortage of natural winter range and may boost elk populations while also helping prevent commingling with livestock and depredation of winter feed intended for livestock. In contrast to these benefits of supplemental feeding, there are economic and environmental costs associated with feeding, and elk herds that winter on feeding grounds have a higher risk of contracting and transmitting disease. Brucellosis is of primary concern now, and Chronic Wasting Disease may be in the future. Many see the discontinuation of winter-feeding programs as a necessary step for decreasing the risk of disease spread due to high animal densities associated with feeding during winter. My research evaluated the use of behavioral training to reduce reliance on supplemental winter feeding of elk, while minimizing population reductions and human-wildlife conflicts. My study was conducted at Deseret Land & Livestock (DLL) in Rich County, UT, where managers at DLL have over 20 years of data on elk feeding during winters of varying intensities. I tested the effectiveness of range improvements, strategic cattle grazing, dispersed supplemental feeding, hunting, and herding to distribute and hold elk in desired areas during winter. I compared elk numbers on the feed ground during this study with historic data on DLL, and also contrasted elk responses with other comparable feed sites in Wyoming that served as controls. In 2 mild winters we completely eliminated elk feeding without incident and were able to reduce the quantity and duration of feeding during 1 severe winter. Since the conclusion of my study, DLL has further reduced quantity and duration of feeding during severe winters, and has completely eliminated feeding in light winters. Based on a Before After Control Impact (BACI) analysis, the reduction in the proportion of the elk population fed at the study site was significantly less than the proportion of the elk populations fed at the control sites in Wyoming (P = 0.057). Based on these results, I anticipate wildlife managers can decrease dependence on costly supplemental winter feeding and reduce the risks of disease while keeping human-wildlife conflicts at a minimum. This research illustrates an adaptive method that can enable wildlife managers to keep elk populations in northern Utah at or near their current size, while constraining disease outbreak and transmission risks within "acceptable" levels.
Mangus, Dax L., "Reducing Reliance on Supplemental Winter Feeding in Elk (Cervus canadensis): An Applied Management Experiment at Deseret Land and Livestock Ranch, Utah" (2011). All Graduate Theses and Dissertations. 951.
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at.


Definitions for
Overview of verb deform
The verb deform has 6 senses? (no senses from tagged texts)
1. deform
(make formless; "the heat deformed the plastic sculpture")
2. contort, deform, distort, wring
(twist and press out of shape)
3. flex, bend, deform, twist, turn
4. deform
(become misshapen; "The sidewalk deformed during the earthquake")
5. deform, distort, strain
(alter the shape of (something) by stress; "His body was deformed by leprosy")
6. change shape, change form, deform
(assume a different shape or form) © 2001-2013, Demand Media, all rights reserved. The database is based on Word Net a lexical database for the English language. see disclaimer
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20+ Years Experience
Resin bonded stone is a surfacing material made of natural aggregates that are mixed with a clear epoxy resin to create a hard-wearing and decorative surface.
The benefits of resin bonded stone include durability, slip resistance, and low maintenance requirements. It also provides a cost-effective alternative to traditional paving and surfacing materials.
Resin bonded stone can be used on a variety of surfaces, including driveways, pathways, and patios. It is important to ensure that the surface is stable, level, and free from debris before installation.
Resin bonded stone is typically installed by professional contractors who specialize in surfacing. The installation process can vary depending on factors such as the size and layout of the area, the type of stone used, and the specific requirements of the project. In general, the process involves preparing the surface, applying the epoxy resin, and spreading the stone or aggregates.
Resin bonded stone requires minimal maintenance, but regular cleaning is recommended to prevent the build-up of dirt, debris, and organic matter. This can be done using a broom or pressure washer. It is also important to repair any damage or wear to the surface as soon as it is noticed to prevent further damage.
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